Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen’s Printer for Ontario
Catholic District School Board Writing Team – Religious Education, Open, Grade 9
Lead Board
Waterloo Catholic District School Board,
Robert Anderson, Manager
Course Profile Writing Team
Robert Anderson, Waterloo Catholic District School Board
Peter Bruder, Waterloo Catholic District School Board
Sandra Collins, Waterloo Catholic District School Board
Jim Deighan, Waterloo Catholic District School Board
Mary Gallo, Brant Haldimand Norfolk Catholic District School Board
Joni Grundy, Waterloo Catholic District School Board
Sue Morrison, Waterloo Catholic District School Board
Ann O’Donnell-Beckwith, Waterloo Catholic District School Board
Bruce Rodrigues, Waterloo Catholic District School Board
Carla Santomero, Waterloo Catholic District School Board
Catholic Curriculum Cooperative (Central and Western Ontario)
Institute for Catholic Education
Course Overview
Religious Education, Open, Grade 9
School:
Department: Religion and Family Life
District:
Course Title: Be With Me: Called to Journey
Grade: 9
Course Type: Open
Ministry Course Code: HRE1O
Secondary Policy Document: Religious Education
Publication Date: 1999
Credit Value: 1.0
Course Developer(s): Robert Anderson, Peter Bruder, Sandra Collins, Jim Deighan, Mary Gallo, Joni Grundy, Sue Morrison, Ann O’Donnell-Beckwith, Bruce Rodrigues, Carla Santomero
Development Date: March 4, 1999
Course Revisor(s): Robert Anderson, Peter Bruder, Sandra Collins, Jim Deighan, Mary Gallo, Joni Grundy, Sue Morrison, Ann O’Donnell-Beckwith, Bruce Rodrigues, Carla Santomero
Revision Date: March 25, 1999
Additional Codes:
The primary text for this course is Be With Me. Using the Christian metaphor of ‘call’ and the archetype of ‘journey’, this course invites students into a conversation between their own story and the lived story of the Christian community. With eyes of faith, students will gaze through a lens filtered by Scripture, Profession of Faith, Christian Moral Development, Prayer, Sacramental Life, and Family Life in order to examine the attitudes and actions that characterize the Christian life, particularly in the areas of interpersonal relationships and sexuality. Students develop their understanding of Gospel values while actively engaging in a variety of challenging educational activities.
The fundamental premise of this course is that both teacher and students are discerning believers formed in the Catholic faith community, intent on participating in the transformation of society. Understanding that the students operate from, and yearn to deepen, their already rich spirituality, this course encourages students to articulate their beliefs and continue to journey as reflective, creative thinkers. By raising important questions about their faith, this course leads students to a deeper understanding of their relationship with God and neighbour. This course calls students to be caring family members and responsible citizens who are capable of exercising prudent judgement based on an informed conscience. Then, working out of an informed conscience, students move toward responsible action based on the principles expressed in the Beatitudes.
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Unit 1 |
Called to Journey |
13 hours |
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Unit 2 |
Called to Wholeness |
18 hours |
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Unit 3 |
Called to Love |
22 hours |
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Unit 4 |
Called to Freedom |
19 hours |
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Unit 5 |
Called to Action |
19 hours |
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Unit 6 |
Called to Transformation |
19 hours |
Time: 13 hours
This unit serves as an introduction and foundation to the course. Through the use of the five strands—Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family Life—students investigate what it means to be ‘called to journey’. Students are called to examine the past, called to be themselves, called to relationship, called to understand religious experience, called to understand the nature of moral decision making, called to break open God’s Word, and called to deepen their relationships with God and others through prayer.
Ontario Catholic School Graduate Expectations: CGE 1f, 1g, 1i, 2b, 3d, 6b, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: PFV.02, PFV.05, PFV.09, PFV.06, PSV.09, PSV.01, PSV.02, PSV.03, FLV.01, FLV.02, FLV.11, FLV.06, FLV.07, FLV.05, FLV.12, FLV.09, SCV.04, SCV.01, MDV.09, MDV.O4, MDV.01.
Specific Expectations: SC1.02B, SC1.03B, SC1.04B, SC1.06B, SC4.01B, PF3.02B, PF4.01B, MD2.06B, MD2.03B, MD1.03B, MD2.02B, MD2.05B, MD1.02B, MD4.06B, MD4.01B, MD4.02B, PS1.03B, PS1.06B, PS3.01B, PS1.01B, PS3.02B, PS4.07B, PS1.06B, PS3.02B, FL2.01B, FL1.02B, FL1.06B, FL1.01B, FL2.04, FL2.03B, FL1.03B.
Time: 18 hours
This unit emphasizes the sacredness of life and the sacramentality of all creation through an examination of the creation story. The foundation of this unit is the analysis of the creation accounts of Genesis through an understanding of Hebrew cosmology. The questions of how science informs faith and faith informs science are explored to further understand the sacredness of life in the creation account. Informed by the tension between faith and science students are strongly encouraged to act as faithful stewards of creation. Images of God and Jesus lead students to an appreciation of God’s love for them in the Incarnation. Acknowledging that all life is sacred and that they are created by God, students will value their self-worth, femaleness /maleness, and sexuality as gifts.
Ontario Catholic School Graduate Expectations: CGE 1c, 1e, 1f, 3a, 6b, 7d, 7i.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.04, SCV.05, SCV.06, PFV.02, PFV.09, PFV.06, PFV.05, MDV.01, MDV.10, MDV.07, PSV.05, PSV.07, PSV.09, PSV.01, FLV.01, FLV.02, FLV.06, FLV.07, FLV.05, FLV.12, FLV.09, FLV.03, FLV.13.
Specific Expectations: SC1.06B, SC1.03B, SC1.04B, SC3.02B, SC4.04B, PF1.03B, PF3.02B, PF4.01B, PF2.03B, MD1.06B, MD4.03B, MD1.04B MD4.06B, MD4.02B, PS1.03B, PS1.06B, PS2.02B, PS4.06B, FL1.03B, FL2.04, FL4.02B, FL2.03B.
Time: 22 hours
This unit explores the biblical foundations of covenant. Students are encouraged to apply the Ten Commandments and Beatitudes to their own lives. The theme of relationships provides the focus for a discussion of covenant in the lives of students. 1 Corinthians 13 is used as the framework for examining healthy and broken personal relationships. Students explore the importance of healing and reconciling broken relationships.
Ontario Catholic School Graduate Expectations: CGE 1c, 1f, 1i, 1j, 2a, 2b, 2e, 3c, 3d, 6b, 7b, 7f.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.05, SCV.06, PFV.01, PFV.02, PFV.05, PFV.06, MDV.01, MDV.11, MDV.10, MDV.09, MDV.04, MDV.06, , MDV.07, MDV.08, PSV.02, PSV.03, PSV.06, PSV.07, PSV.08, PSV.09, PSV.01, FLV.01, FLV.02, FLV.06, , FLV.07, FLV.05, FLV.10, FLV.12, FLV.09, FLV.11.
Specific Expectations: SC1.06B, SC1.04B, SC2.02B, SC2.03B, SC3.01B, PF1.01B, PF1.07B, PF2.02B, PF3.01B, PF1.03B, PF2.03B, PF4.01B, MD1.03B, MD2.06B, MD1.07B, MD4.02B, MD1.06B, MD1.01B, MD1.05B, MD2.07B, MD2.03B, MD2.04B, MD2.02B, MD2.05B, MD1.02B, MD3.03B, MD4.01B MD4.03B, MD1.04B, MD4.06B, PS1.04B, PS3.01B, PS3.02B, PS4.07B, PS1.06B, PS1.03B, PS1.01B, PS2.02B, PS4.06B, FL4.02B, FL1.02B, FL2.05, FL1.06B, FL1.06B, FL2.04, FL4.04B, FL2.03B, FL1.03B.
Time: 19 hours
This unit examines the journey, both personal and societal, from slavery to liberation. Students explore the scriptural journey of Exodus and identify God who is active in human history and desires to be known both personally and communally. Jesus’ temptations and miracles poignantly show how life-affirming choices lead to freedom. Students understand the importance of the formation of conscience in making choices that liberate. Students investigate negative societal messages that can limit personal freedom and development. Body image and eating disorders are examined as concrete examples. An understanding and celebration of Eucharist aids students in recognizing this sacrament as the ultimate act of liberation.
Ontario Catholic School Graduate Expectations: CGE1a, 1b, 1f, 1i, 2a, 3e, 4a, and 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.01, SCV.03, SCV.02, SCV.05, SCV.06, PFV.02, PFV.06, PFV.09, MDV.01, MDV.09, MDV.11, MDV.10, MDV.07, FLV.01, FLV.06, FLV.07, FLV.02, FLV.09, FLV.12, FLV.08, FLV.03, PSV.10, PSV.01, PSV.02, PSV.03.
Specific Expectations: SC1.06B, SC1.04B, SC2.02B, SC2.03B, SC2.01B, SC3.01B, SC4.02B, SC4.04B, PF1.01B, PF1.07B, PF1.08B, MD1.09B, PF1.04B, PF1.03B, PF4.01B, PF2.02B, PF2.03B, PF3.01B, PF4.01B, MD1.03B, MD2.06B, MD2.04B, MD4.02B, MD1.06B, MD1.01B, MD2.01B, MD3.03B, MD2.07B, MD2.03B, MD2.05B, MD2.02B, MD4.03B, MD1.04B, MD4.06B, MD4.01B, PS3.01B, PS1.01B, PS1.06B, FL2.01B, FL1.02B, FL2.04, FL1.04B, FL1.01B, FL2.01B, FL4.02B, FL2.03B, FL1.03B.
Time: 19 hours
This unit establishes Baptism, Confirmation and Eucharist as the sacramental basis for discipleship. Students understand that discipleship follows from Christian vocation; it is a call to take on the attitude of Christ and a moral imperative for action. A scriptural examination of Jacob, the twelve tribes of Israel, the prophets Isaiah and Micah, the call of the Apostles, the parables, the washing of the feet, Jesus’ instruction to Peter to “feed my lambs,” and other related accounts lead to a thorough understanding of the concept of discipleship. Mary is examined as the model disciple. Students examine a modern day call to discipleship by responding with care and compassion to the sensitive issues surrounding STDs/HIV/AIDS. These issues include the transmission and the prevention of these diseases and the care given to people living with them.
Ontario Catholic School Graduate Expectations: CGE 1d, 1f, 2a, 4c, 5c, 5d, 6e, 7e.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.03, SCV.02, SCV.06, PFV.02, PFV.05, PFV.08, PFV.09, MDV.01, MDV.04, MDV.10, MDV.07, PSV.02, PSV.03, PSV.09, PSV.01, FLV.01, FLV.02, FLV.06, FLV.07, FLV.05, FLV.12, FLV.13, FLV.09, FLV.14.
Specific Expectations: SC1.04B, SC4.01B, SC4.03B, PF1.01B, PF1.07B, PF2.02B, PF1.04B, PF4.01B, PF3.01B, MD1.03B, MD1.01B, MD2.04B, MD1.02B, MD4.03B, MD4.06B, MD4.02B, MD1.04B, PS1.06B, PS3.01B, PS1.01B, PS3.01B, PS3.02B, FL1.07B, FL1.06B, FL2.03B, FL1.03B.
Time: 19 hours
This unit identifies the Paschal Mystery as the basis of the Christian faith. Through an examination of the elements of youth culture students identify the value of making choices of life over death. Students critique societal messages, which encourage them to embrace consumerism and objectify human persons. Students examine sexual abuse and harassment as concrete issues exemplifying the need to transform society. Students will view Jesus’ life, death, and resurrection as an invitation to find meaning, hope, and life in their relationships and experiences.
Ontario Catholic School Graduate Expectations: CGE1a, 1d, 1f, 1j, 2a, 3a, 4a, 5e, 6b, 7b, 7d.
Strand(s): Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life
Overall Expectations: SCV.02, PFV.02, PFV.05, MDV.06, MDV.01, MDV.10, MDV.07, PSV.06, PSV.08, PSV.09, PSV.01, FLV.01, FLV.02, FLV.06, FLV.07, FLV.02, FLV.05, FLV.12, FLV.09.
Specific Expectations: FL2.03B, FL1.04B, FL2.02B, FL2.05B, FL2.09B, FL4.06B, MD1.05B, MD2.05B, MD3.03B, MD4.06B, MD4.02B, PF4.01B, PS1.03B, PS1.06B.
Brainstorming – group generation of initial ideas expressed without criticism or analysis.
Case Study – investigation of real and simulated problems.
Conferencing – student-to-student discussion or student-to-teacher discussion.
Independent Study – students explore and research a topic of interest.
Jigsaw – specialized group learning followed by home group sharing.
Carousel
· journals/conferencing logs
· self-assessment
· student-teacher conference
· unit tests (knowledge)
· mid-term and final exams
· formal/informal
· debate
· liturgy
· presentation
· portfolios
Bible
Be With Me
Turning Points
Catechism of the Catholic Church
Concordance
Biblical Commentary
Rudy
Lion King
Jesus
of Nazareth
Note: Public performance rights must be secured from the copyright holder, for all feature films used in whole or in part as classroom learning resources.
NRSV and Concordance
Catechism
of the Catholic Church
*Refer to next few pages.
CCCB. Be With Me. Ottawa: Publications Service, 1997.
CCCB. Catechism of the Catholic Church. Ottawa: Publications Service, 1994.
CCCB. Roots: Finding Strength in Biblical Tradition Part 1. Ottawa: Publications Service, 1992.
CCCB. Roots: Finding Strength in Biblical Tradition Part 2. Ottawa: Publications Service, 1992.
Introduction to the Bible.
Koch, C. The Hebrew Scriptures. Winona, Minnesota: St. Mary’s Press, 1990.
Kohlenberger III, John R. Ed. The Concise Concordance to the New Revised Standard Version. Oxford: University Press, 1993.
Laroque, Lorraine M., Waner, James M., and Zuleger. Rev. Donald M. Christian Scriptures. Villa Maria, Pennsylvania: The Centre for Learning, 1988.
Link, M. Path Through Scriptures. Allen, Texas: Tabor Publishing, 1987.
Bick, M. Preparing to Celebrate in Schools. Ottawa: Novalis, 1996.
Ministry of Education Curriculum Planner Teacher Guide. ESL/ESD
Guide.
Ministry of Education Curriculum Planner Teacher Guide. Special
Education Guide.
Ministry of Education Curriculum Planner Teacher Guide. Teacher
Learning Strategies.
Ministry of Education Curriculum Planner Teacher Guide. Assessment
Guide
New Revised Standard Version Bible. Oxford: University Press, 1989.
OCCB. Turning Points. Toronto: Prentice Hall Ginn, 1997.
O’Connor, F. Documents of Vatican Council II.
Waterloo Catholic District School Board. Authentic Assessment for Outcome Based Learning. Kitchener: Waterloo Catholic District School Board, 1996. Contact Sandra Collins, 519-578-3660, Ext. 395.
Waterloo Catholic District School Board. Authentic Assessment: Rubrics. Kitchener: Waterloo Catholic District School Board, 1996. Contact Sandra Collins, 519-578-3660, Ext. 395.
Wilkens, R., and J. Arnett. Christian Life Choices. Toronto: Harcourt Brace, 1995.
Zanzig, T. Jesus of History, Christ of Faith. Winona, Minnesota: St. Mary’s Press, 1986.
Fern Gully. Videotape. Dir. Bill Kroyer. Fox, 1992.
Inherit the Wind. Videotape. Dir. Stanley Kramer. MGM/UA, 1960.
Jesus of Nazareth. Videotape. Dir. Franco Zefferelli. MCA Home Video, 1977.
In the Beginning. . . (animated series – Adam and Eve; Noah’s Ark; Abraham’s Sacrifice; David and Goliath; The Ten Commandments; The Birth of Jesus). CCC of America, 1995.
Lion King. Videotape. Disney, 1994.
Moses. Videotape. Dir. Giofranco De Bosio. MCA Home Video, 1992.
Oh God. Videotape. Dir. Carl Reiner, Warner Brothers, 1977.
Rudy. Videotape. Dir. David Anspaugh. Columbia, 1993.
The Bible. . . In the Beginning. Videotape. Dir. John Huston. MGM/UA, 1966.
The Green Quiz. Videotape. Dir. David Suzuki, (from The Nature of Things). CBC, 1993.
The Ten Commandments. Videotape. Dir. Cecil B. DeMilles. Paramount, 1956.
Note: Public performance rights must be secured from the copyright holder for all feature films used in whole or in part as classroom learning resources.
Catechism of the Catholic Church
Family Bible Collection
NRSV – Concordance
Social Teachings of the Church
The
Holy Land
Archdiocese of Toronto: Office of
Catholic Youth
http://web.idirect.com/~youth
events and sample prayer services
BC Education: Special Education Branch
http://www.bced.gov.bc.ca/specialized/gifted/strategies.html/
http://bible.gospelcom.net
multiple versions of the Bible in seven languages
Catholicism on the Web – Links
www.mispress.com/catholicism
Canadian Catholic Organization for Development and Peace
www.devp.org
Canadian Conference of Catholic Bishops –
links www.cccb.ca
Catholic Information Centre on Net
www.catholic.net
Centre for Learning – listing of
books, lesson plans, teacher’s bulletin board
ww.centerforlearning.org.
Gifted Resource Home Page
http://.eskimo.com/~user/kids.html
Contains links to many online gifted resources including ERIC resources on
gifted education, publications for gifted and talented, mailing lists,
conferences and other events, pen pals, enrichment programs, talent searches.
Vatican Documents
www.vatican.va.
A variety of assessment methods will be used including observation, reflection, conferencing, paper and pencil testing and performance assessment. Units include checklists, rubrics, reflection logs, quizzes, portfolios and a host of other assessment instruments which are identified in each unit and in the various activities.
70% of the final grade will be determined by the teacher in reviewing the cumulative evidence provided by the student over the full course. The teacher will determine the student’s most consistent overall level of achievement with appropriate consideration of the student’s more recent performances. 30% of the final grade will be based on student achievement on the final evaluation activities.
The final evaluation for the course is a tri-part portfolio. Each of the sections in the portfolio is labelled ‘access’, ‘process’, and ‘product’. Information throughout the course is placed in the portfolio in the appropriate section to enable the student to complete the culminating activity product for the course. This is their personal salvation history and comprises 20% of the final evaluation. The other 10% consists of a paper and pencil assessment.
Portfolio Sections:
Access - contains examples of the student’s ability to identify, gather, and investigate relevant materials and information to demonstrate research skill development
Process- contains examples of the student’s ability to analyze, synthesize, evaluate, predict and hypothesize to demonstrate the development of inquiry/thinking skills
Product- contains examples of the student’s ability to apply, integrate and transfer knowledge, skills and values to produce materials that demonstrate achievement of curriculum expectations
Throughout the course the teacher will encourage students to add work to their portfolios. The sections are intended to be flexible so as to provide the student with a wide range of collected data to help in completing the final product.
Based on the expectations for the course, assessment and evaluation attempt to adhere to the percentages denoted below as a guide.
Sample:
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Knowledge/Skill |
Category
Weighting |
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Knowledge and Understanding |
30 |
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Thinking and Inquiry |
25 |
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Communication |
15 |
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Application and Making Connections |
30 |
1. The primary text for this course is Be With Me.
2. The timelines suggested for each of the activities in this course are meant to be a guide. It may be that some options are more relevant than others based on the needs of the students and the composition of the group. The teacher is encouraged to make professional judgements and adjust the timelines wherever he/she deems appropriate.
3. Issues of ‘bias’ and ‘inclusion’ should be addressed wherever appropriate throughout the course.
4. The course profile is a sample and is intended to be an exemplar. The teacher may substitute any other pertinent and relevant information that he/she feels will benefit the students.
5. In the parts of this document where unit activities are fully explained, the following symbol (v) is used to identify the specific expectations to be formally assessed.
· This is an open course and provides students with the equivalent of one credit.
· There may be opportunities in the course for students to reflect on some of the 40 hours of required community involvement.
· Some of the decision-making models presented in this profile may be integrated with the work done through the Teacher Advisor System.
Teachers will evaluate the effectiveness of this course through the use of critical feedback offered by students, parents, and colleagues. They will also engage in a personal reflection exercise to determine the effectiveness of their activities, instructional strategies, and assessment instruments in helping students to meet the curriculum expectations and the Ontario Catholic Graduate Expectations.
Note: Appendix content is appropriate for all six units of study.
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Student Name: Name(s) of Partner(s): Peer Evaluator(s): |
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Self/Group |
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Teacher |
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Yes |
Not Yet |
Yes |
Not Yet |
Yes |
Not Yet |
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1. |
We created our rubric to match a specific essential or program outcome identified for the outcomes-based activity. |
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2. |
We developed our rubric as both a teaching and assessment tool. |
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3. |
We listed criteria in our rubric consistent with a high standard of achievement. |
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4. |
We listed the criteria in an appropriate order to guide learners to the quality demonstration of the outcome. |
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5. |
We targeted our rubric to a specific audience of learners. |
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6. |
We stated our quality criteria such that it was clear and understandable to learners. |
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7. |
We used a variety of verbs to express and clarify criteria. |
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8. |
We formatted our rubric in statement form. |
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9. |
We included either the pronoun “I” or “we” in our rubric statement. |
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10. |
We stated our rubric in a positive tone. |
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Taken from: Authentic Assessment Rubric
Waterloo Catholic District School Board, 1996
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CRITERIA |
L1 |
L2 |
L3 |
L4 |
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SECTION A: PREPARATION AND
ORGANIZATION |
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We organized materials, notes and equipment in advance. |
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We introduced and presented ourselves and/or our topic appropriately. |
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We presented our material knowledgeably with minimal reference to notes. |
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We completed the research components specified for our presentation. |
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Section Total: |
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/5 |
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SECTION B: DELIVERY |
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We “grabbed” and maintained the attention of our audience (e.g., changing pitch and tone of voice). |
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We maintained eye contact with our audience. |
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Our gestures were natural and unaffected. |
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We targeted our presentation to a specific audience. |
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We spoke loudly and clearly with enthusiasm. |
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We varied the pace of our presentation including variations in speech (e.g., pause for effect). |
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Section Total: |
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SECTION C: ORAL LANGUAGE STRUCTURES
AND VOCABULARY |
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We used proper terminology when presenting ideas. |
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We presented our materials in an organized, logical and thoughtful manner. |
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We used proper English grammar and avoided slang. |
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Section Total: |
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/5 |
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SECTION D: QUESTIONING |
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We responded accurately to questions and unexpected situations using relevant information. |
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We answered questions in an organized and logical manner. |
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We responded to questions using complete, grammatically correct sentences. |
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Section Total: |
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COMMENTS: |
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TOTAL |
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/20 |
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YES |
NO |
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1) |
I spent some quality time reflecting before |
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I started to write my journal. |
p |
p |
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2) |
I have fully expressed my thoughts and |
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feelings about this topic by providing |
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detailed examples. |
p |
p |
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3) |
I have expressed my thoughts and ideas |
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clearly. |
p |
p |
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4) |
I have met the minimum one page |
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requirement. |
p |
p |
Teacher Comments:
Issue:
________________________________________________
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TOPIC: |
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TOPIC: |
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POINTS FOR |
POINTS AGAINST |
POINTS FOR |
POINTS AGAINST |
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My Final Thoughts |
My Final Thoughts |
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TOPIC: |
TOPIC: |
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POINTS FOR |
POINTS AGAINST |
POINTS FOR |
POINTS AGAINST |
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My Final Thoughts |
My Final Thoughts |
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NAME: |
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CATEGORY |
YES |
NOT YET |
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I researched in preparation for the debate. |
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I listed my research in point form. |
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I used my point form notes to express my position clearly and concisely on index cards. |
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I used terminology accurately. |
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I listened to others and responded to their arguments in a positive manner. |
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I demonstrated tolerance of alternative viewpoints. |
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I supported my point of view when questioned with well-thought-out responses. |
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I completed the debate organizer. |
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Comments: |
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I Chose This Piece Because. . . |
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One Important Thing I Learned From This Activity Is . . . |
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One Thing I Would Do Differently Next Time Is . . . |
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Date of Entry: Name: |
Taken from: Eastern Ontario Catholic Curriculum
Cooperative Portfolio Assessment:
A Practical Guide For Teachers, 1995.
NAME: __________________________________________________
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10-8 |
7 |
6 |
5 |
4-0 |
Marks |
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Completeness and Organization |
All items are completed and organized |
Most items are completed and organized |
Some items are completed and organized |
Few items are completed and organized |
2-3 items are incomplete and not organized |
_____ 10 |
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Neatness |
All items are neatly written with some containing extra attention to detail or artistic enhancement |
Most items are neatly written with some containing extra attention to detail |
Most items are neatly written; some are messy or difficult to read |
Most items are difficult to read |
All items are difficult to read; pages are crumpled or torn |
_____ 10 |
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Creativity and Originality |
All items demonstrate creativity and originality |
Most items demonstrate creativity and originality |
Some items demonstrate creativity and originality |
Few items demonstrate creativity and originality |
No items demonstrate creativity and originality |
_____ 10 |
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Correctness of Answers |
All work follows instructions and completes the assigned task |
Most work follows instructions and completes the assigned task |
Some work follows instructions and completes the assigned task |
Work is partially completed or is missing information |
Work does not follow instructions and is incorrect. |
_____ 10 |
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Comments: Teacher’s Signature: |
Final Evaluation teacher 1 self total ________ + _____ = _____ = % 40 (x2) = 80 40 120 |
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Parent/Guardian Comments: Parent/Guardian Signature: |
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Taken from: Eastern Ontario Catholic Curriculum
Cooperative Portfolio Assessment:
A Practical Guide For Teachers, 1995.
Coded Expectations
By the end of Grade 9,
students will:
SCV.01
- explain the relationship between Scripture and Divine Revelation (CCC §51-141);
SCV.02
- demonstrate knowledge of major stories and events in Scripture (the Sermon on the Mount, the Sinai covenant), and discuss the Christian faith with reference to these passages;
SCV.O3
- explain how the message of Scripture informs and challenges society (CCC §1878-1939);
SCV.O4
- describe the development of oral and written traditions in Scripture using historical, literary and critical approaches;
SCV.05
- demonstrate a familiarity with and an ability to retell key biblical narratives (the Sermon on the Mount, the Sinai covenant) that illustrate God’s faithful relationship with a chosen people and the community’s response to this relationship;
SCV.06
- express connections between the relationships described in biblical events and their own life experiences.
Knowledge/Understanding
SC1.01B
- demonstrate an understanding of Sacred Scripture as divinely inspired literature, the word of God expressed in human terms;
SC1.02B
- identify the canon of Sacred Scripture as defined by the Church as 27 books in the New Testament and 46 books in the Old Testament;
SC1.03B
- identify the various types of literature found in Scripture (e.g., poetry, drama, song, lyrics, recorded preaching, myth, saga, parables, fables, stories of calling, stories of heroism and villainy, historical narratives, collections of laws, wisdom literature, epistles, and gospels)
SC1.04B
- demonstrate knowledge of Scripture as a saving history of God’s activity in the life of the people of Israel and of the early Christian community;
SC1.05B
- understand that Scripture deals with the ultimate questions of life and offers a religious understanding of these questions based on the formative events in the history of God’s people;
SC1.06B
- locate key Scriptural passages (e.g. the Ten Commandments, the Beatitudes);
SC1.07B
- classify the various types of literature in the Bible;
Thinking/Inquiry
SC2.01B
- summarize key stories found in Scripture;
SC2.02B
- critique contemporary values with the teachings found in the Gospels;
SC2.03B
- compare the teachings of the Beatitudes towards living with others with the attitudes of contemporary culture;
Communication
SC3.01B
- communicate a genuine understanding of the Beatitudes and the Ten Commandments, and their relevance to Christian life.
Application
of Gospel Values/Making Connections to Faith and Life
SC4.01B
- show reverence for Christian belief in Scripture as God’s living word;
SC4.02B
- attend to Scripture as a guide for moral decision-making in a spirit of discipleship;
SC4.03B
- appreciate Scripture as a spiritual source of strength and prayer for believers;
SC4.04B
- listen to Scripture in order to view realities and events in terms of their eternal significance.
By the end of Grade 9,
students will:
SC3.01B
- communicate a genuine understanding of the Beatitudes and the Ten Commandments, and their relevance to Christian life;
PFV.01
- describe what it means to believe and live in Christ, and name some of the joys and demands involved (CCC §144-165);
PFV.02
- articulate the Christian call to take on the attitude of Christ (CCC §1701-1709, 1716-1724);
PFV.03
- express the meaning that the Incarnation has for the Christian faith (CCC §461-478), and how it shows the sacredness of all that is human;
PFV.04
- realize God’s desire to be known and loved through Jesus Christ in the Holy Spirit (CCC §456-460);
PFV.05
- understand the Christian call to life in the community of faith, the Church (CCC §166-175);
PFV.06
- consider how religious faith is shaped by human experience (i.e. one’s family, one’s culture, one’s temperament);
PFV.07
- express what it means to love God through Jesus and his Church (CCC §751-801);
PFV.08
- describe how faith in Jesus Christ challenges his disciples to love and respect others;
PFV.09
- describe Mary as a model of discipleship (CCC §494, 148-149).
Knowledge/Understanding
PF1.01B
- recognize discipleship as the call to follow Jesus in word and deed;
PF1.02B
- demonstrate an understanding of how Jesus affirms the dignity of every person;
PF1.03B
- describe how searching and questioning may be avenues to intellectual growth in the area of religious faith;
PF1.04B
- identify how faith means developing a relationship with God;
PF1.05B
- explain how God desires all to know the truth – especially religious truth – and God’s desire to be known through Jesus Christ in the Holy Spirit;
PF1.06B
- articulate what it means to be loved and to love unconditionally;
PF1.07B
- identify true happiness as being faithful to God and true to oneself;
PF1.08B
- define hope as a virtue which keeps us searching for true happiness and which sustains us in times of abandonment and struggle;
PF1.09B
- explore the Christian dimensions of love of God and neighbour as revealed in the discipleship of Mary within the context of popular notions of love;
Thinking/Inquiry
PF2.01B
- consider the relationship between intellect and faith;
PF2.02B
- evaluate how to live in and challenge society based on the model of Jesus;
PF2.03B
- summarize how followers of Jesus are called to love self and others;
Communication
PF3.01B
- acknowledge that the love of God for all people demands justice;
PF3.02B
- express what it means to have a relationship with God through Jesus;
PF3.03B
- articulate ways that faith is reasonable (CCC §154-159);
Application of Gospel Values/Making Connection to Faith and Life
PF4.01B
- respect physical change as integral to God’s creation of the human person;
PF4.02B
- respect the unique intellect of each person;
PF4.03B
- appreciate how Jesus models a generous attitude toward others;
PF4.04B
- value the first commandment as a call to place all hope in God and to avoid contemporary forms of idolatry;
PF4.05B
- examine the Christian affirmation of hope for their own lives in the light of the death and resurrection of Jesus.
By the end of Grade 9,
students will:
MDV.01
- demonstrate a knowledge of how Church teaching informs moral decision-making (CCC §2030-2040);
MDV.02
- understand the role and nature of conscience in moral decision-making (CCC §1776-1794);
MDV.03
- demonstrate the use of Christian moral principles in personal decision-making;
MDV.04
- identify ways that the Beatitudes help us understand the Christian attitude toward being with others (CCC §1716-1724);
MDV.05
- understand that there are morally acceptable and morally unacceptable ways to express any emotion;
MDV.06
- interpret table fellowship, as used by Jesus Christ, for their own lives;
MDV.07
- explain how the Christian concept of society is radically inclusive (CCC §1928-1942);
MDV.08
- explore the Christian dimensions of love of God and neighbour within the context of popular notions of love (CCC §1604, 1622-1629, 2448);
MDV.09
- review and apply the decision-making model of see, judge, act, evaluate;
MDV.10
- understand the nature of sin, both personal and social (CCC §1846-1869);
MDV.11
- explain what makes authority legitimate (CCC §1897-1904).
Knowledge/Understanding
MD1.01B
- know that each person has been created with the freedom to shape his or her own relationships;
MD1.02B
- identify ways that the Beatitudes help us understand the Christian attitude toward being with others;
MD1.03B
- explain how humans are social beings responsible for the care of one another in accordance with God’s plan;
MD1.04B
- explain how the Christian concept of society is radically inclusive;
MD1.05B
- explore the Christian concept of love, agape, as distinct from popular notions of love;
MD1.06B
- demonstrate an understanding of the role of the magisterium in moral decision-making;
MD1.07B
- define chastity and understand why it is a Christian virtue;
MD1.08B
- define forgiveness and identify areas in their life where they are called to forgive;
MD1.09B
- define hope and its role in Christian living;
Thinking/Inquiry
MD2.01B
- recognize legitimate authority within various sectors of society: school, civic, community, Church;
MD2.02B
- perceive the challenge of God’s preferential option for the poor;
MD2.03B
- explore and express the qualities of relationships they want to have;
MD2.04B
- summarize stories where Jesus models how to live and challenge society;
MD2.05B
- review the decision-making model of see, judge, act and evaluate;
MD2.06B
- explain the relationship between Christian moral decision-making and love;
MD2.07B
- explain and interpret the fourth commandment as it applies to families;
Communication
MD3.01B
- acknowledge that the love of God for all people demands justice;
MD3.02B
- articulate the Christian call to take on the attitude of Christ;
MD3.03B
- express the value of obedience and name the challenge of and limits to the Christian call to obedience;
Application of Gospel Value/Making Connections to Faith and Life
MD4.01B
- value the sacredness of the human body, regardless of appearance;
MD4.02B
- respect physical change as integral to God’s creation of us;
MD4.03B
- value the basic dignity of every person within relationships;
MD4.04B
- respect the Christian affirmation of hope in the light of the death and resurrection of Jesus;
MD4.05B
- apply the decision-making model of see, judge, act and evaluate;
MD4.06B
- identify people who model Christian hope.
By the end of Grade 9,
students will:
PSV.01
- use a variety of prayer forms to enrich and express personal and communal spirituality (CCC §2559-2565, 2623-2643);
PSV.02
- listen prayerfully to the call to be loving;
PSV.03
- demonstrate a knowledge of the connections between a life of prayer and the challenge of Christian life in contemporary culture;
PSV.04
- recognize the meaning and implications of the Lord’s Prayer for daily living (CCC §2759-2772);
PSV.05
- define the Church’s teaching on
sacramentality and explain its connection with all of creation
(CCC §1113-1130);
PSV.06
- understand the role of sign and symbol in sacramental expression (CCC §1145-1152);
PSV.07
- name and appreciate the fruits of forgiveness;
PSV.08
- define and appreciate the individual and communal significance of sacramental reconciliation and forgiveness (CCC §1440-1470, 1480-1484);
PSV.09
- explore ways prayer nourishes hope;
PSV.10
- define hope and its role in Christian living.
Knowledge/Understanding
PS1.02B
- define the Church’s teaching on sacramentality and explain its connection with all creation;
PS1.03B
- understand the role of bodily posture and gesture in prayer;
PS1.04B
- understand the role of sign and symbol in sacramental expression;
PS1.05B
- define reconciliation and understand the conditions for reconciliation;
PS1.06B
- demonstrate an understanding of Christian hope and its role in Christian living;
Thinking/Inquiry
PS2.01B
- recognize that the Lord’s Prayer describes the relationship between God, self, and others;
PS2.02B
- recognize how reconciliation and forgiveness heals relationships;
PS2.03B
- describe the Our Father as a summary of the Gospel;
PS2.04B
- define the Church’s teaching on sacramentality and explain its connection with all of creation;
PS2.05B
- distinguish between reconciliation and forgiveness;
PS2.06B
- explain how the Church enables and facilitates reconciliation;
Communication
PS3.01B
- listen prayerfully to the call to be loving;
PS3.02B
- share their faith with others in the context of religious celebration;
Application of Gospel Value/Making Connections to Faith and Life
PS4.01B
- appreciate the challenge of living a life of prayer in contemporary culture;
PS4.02B
- show reverence for the official prayer forms of the Church;
PS4.03B
- attend to the various uses of prayer within Christian worship;
PS4.04B
- appreciate the power of prayer to nourish hope;
PS4.05B
- use a variety of prayer forms to enrich and express both personal and communal spirituality;
PS4.06B
- give examples of how reconciliation restores people to the community and heals relationships;
PS4.07B
- explore the way prayer nourishes hope.
By the end of Grade 9, students will:
FLV.01
- examine intellectual growth and ways of learning;
FLV.02
- identify the impact emotions can have on actions and relationships;
FLV.03
- demonstrate an understanding that the human body is sacred (CCC §2520-2527);
FLV.04
- explore the importance of fostering a positive, healthy self-esteem;
FLV.05
- discern personal values in light of gospel values;
FLV.06
- analyze the role of family in society and in the Church (CCC §2201-2233);
FLV.07
- demonstrate an understanding of the importance of personal freedom in shaping interpersonal relationships;
FLV.08
- examine the concept of legitimate authority (CCC §2234-2243);
FLV.09
- recognize the signs of healthy and unhealthy relationships;
FLV.10
- explain the difference between forgiveness and reconciliation in relationships;
FLV.11
- examine the meaning of the word ‘love’ in light of the gospel meaning and its use in society;
FLV.12
- analyze sexual decision-making in relation to the meaning of chastity (CCC §2337-2359);
FLV.13
- explore the meaning of conjugal fecundity (CCC §2366-2379);
FLV.14
- describe symptoms and treatments of major sexually-transmitted diseases.
Knowledge/Understanding
FL1.01B
- recognize that a wide range of emotions influence personal decisions, actions, and relationships;
FL1.02B
- recognize the importance of a healthy positive acceptance of self, with strengths and weaknesses;
FL1.03B
- understand the importance of personal freedom in shaping interpersonal relationships;
FL1.04B
- recognize authentic authority as worthy of honour and respect;
FL1.05B
- demonstrate a knowledge and understanding of and respect for the sacred gift of human fertility;
FL1.06B
- know the meaning of responsible sexual expression in the light of the virtue of chastity;
FL1.07B
- describe symptoms, treatments and prevention of major sexually-transmitted diseases including HIV/AIDS, and their effect on human fertility and life;
Thinking/Inquiry
FL2.01B
- describe and analyze aspects of intellectual growth;
FL2.02B
- discern their personal values and reality in relationship to the love revealed by Jesus;
FL2.03B
- describe the Christian family as the basis of society and as domestic Church;
FL2.04B
- compare the signs of healthy and unhealthy relationships;
FL2.05B
- appreciate the relational meaning of God’s gift of sexuality;
Communication
FL3.01B
- articulate the meaning of love and infatuation with respect to contemporary understandings and the gospel;
Application of Gospel Value/Making
Connections to Faith and Life
FL4.01B
- evaluate emotions in the light of good or evil actions;
FL4.02B
- demonstrate a respect for the human body, in light of the sacredness of human life created by God.
FL4.03B
- appreciate the value of forgiveness and the reconciliation that heals relationships;
FL4.04B
- develop decision-making and assertiveness skills which protect and promote chastity;
FL4.05B
- respond with awareness and Christian compassion to the HIV/AIDS crisis.
Ontario Catholic School Graduate
Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith
Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops attitudes and
values founded on Catholic social
teaching and acts to promote social responsibility, human solidarity and
the common good;
CGE1e -speaks the language of life... “recognizing that
life is an unearned gift and that a person entrusted with life does not own it
but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and
celebrates communion with God,
others and creation through prayer and worship;
CGE1g -understands that one’s
purpose or call in life comes from
God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and
the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human
weakness, conflict and forgiveness are part of the human journey” and that the
cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to
Faith)
An Effective
Communicator who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates the
Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates
new ideas in light of the common good;
CGE3c -thinks reflectively and
creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and
applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed,
Responsible, Life Long Learner who
CGE4a -demonstrates a confident
and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages and
constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects on
one’s personal values, abilities and aspirations influencing life’s choices and
opportunities;
CGE4h -participates in leisure and
fitness activities for a balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an
interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s God-given
potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity,
fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A Caring Family
Member who
CGE6a -relates to family members
in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy
and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the
important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the family,
school, parish, and wider community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as
a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting
equality, democracy, and solidarity for a just, peaceful and compassionate
society;
CGE7f -respects and affirms the
diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history,
cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.