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Catholic Curriculum Corporation – Central and Western Region
Faith Through LearningA Distinctive Catholic Curriculum
Rich CulminatingPerformance TasksSecondary Religious
EducationCoursesGrade 10: Christ and Culture
What it Means to be a Catholic ChurchMember
Catholic Curriculum Corporation Central and Western RegionJune
30, 2009
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Rich Culminating Performance Tasks: Secondary Religious
Education CoursesForward from the Catholic Curriculum
Corporation
Our PurposeThe Catholic Curriculum Corporation is a consortium
of seventeen Catholic school boards andCatholic partners from
across central and western Ontario. As an important partner in
Catholiceducation, we recognize that Catholic education exists to
provide a holistic formation of peopleas living witnesses of faith.
We demonstrate our mission when we engage with, and support,our
member boards in sustained, substantive school improvement and
student growth that isreflective of a Catholic professional
learning community.
Our MissionTo build and sustain the Catholic capacity of
educators through the development and provisionof high quality
Catholic curriculum, resources, support and professional
development.
Our VisionFaith through Learning: A Distinctive Catholic
Curriculum
Message from the Executive DirectorOn behalf of the Catholic
Curriculum Corporation, I would like to invite educators to review
anduse this rich Secondary resource. The writers have made every
effort to ensure it aligns withcurrent Religious Education
documents, while setting forth Rich Culminating Performance
Taskswhich engage students in their learning and which assists them
with making links to othercourses and to their lives.
The lessons are based on the expectations as outlined in the
Ontario Catholic SecondaryCurriculum Policy Document for Religious
Education, OCCB prepared by the Institute of CatholicEducation,
2006 as well as links to other key resources for teaching secondary
ReligiousEducation courses. It is the intent of the writers to
ensure that the overview, lessons, andactivities compliment current
assessment strategies and provide classroom teachers witheverything
they need to complete these Rich Culminating Performance Tasks for
Grades 9-12Religious Education courses.
Wishing you continued success in sharing our Catholic faith with
your students.
Michael Bator,Executive Director
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Acknowledgements
Project Leads:Derek McEachen, Brant Haldimand Norfolk Catholic
DSBMarian O’Connor, Brant Haldimand Norfolk Catholic DSB
Writers:Christina Costa, Brant Haldimand Norfolk Catholic
DSBDoug Ivak, Brant Haldimand Norfolk Catholic DSBDerek McEachen,
Brant Haldimand Norfolk Catholic DSBLaurence McKenna, Brant
Haldimand Norfolk Catholic DSBMarian O’Connor, Brant Haldimand
Norfolk Catholic DSBSean Roche, Brant Haldimand Norfolk Catholic
DSBJoyce Young, Brant Haldimand Norfolk Catholic DSB
Reviewers:Marsha Fiacconi, Dufferin Peel Catholic DSBShelagh
Peterson, Dufferin Peel Catholic DSBKatherine Weseloh, Dufferin
Peel Catholic DSB
Reviewer and Editor:Fran Craig, Curriculum Manager CCC
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Introduction
Premise for this Resource“As a religious activity, Religious
Education courses invite students to build their relationshipwith
the person of Jesus Christ as witnessed to by the Catholic faith,
which recognizes thecentrality of God, the dignity of the human
person, and the importance of ethical norms. Thiswitness takes many
forms, but essential to its self-understanding is the place of
SacredScripture, Church teachings, the sacramental and liturgical
life of the faith community and itsmoral foundations for Christian
living and Family Life Education.”
Ontario Catholic Secondary Curriculum Policy Document for
Religious Education, 2006, p. 3.
Rationale“The challenge faced by the religious educator in the
typical Catholic secondary school isenormous. Catholic schools
exist to foster in their students not only an understanding of
theconnection between faith and life, but a commitment to
establishing, nourishing andstrengthening that connection.”
Ontario Catholic Secondary Curriculum Policy Document for
Religious Education, 2006, p. 1
Student engagement is always a challenge at secondary,
especially in Religious Education. Thisresource tries to address
this issue by assisting students in Grades 9-12 Religious
Educationclasses to make clear links not only between the concepts
they are learning in class, but toauthentically make connections
between their learning, their own lives, and their othercourses.
Students often see no meaning or relevance in what they are being
taught. Rich andauthentic performance tasks that are designed to
support students to make connectionsthroughout the course, will not
only focus and engage the students, but will also buildcommunity
and respect in the classroom.
As Catholic teachers, we have a responsibility to teach
Religious Education courses—notcourses about Religion. In order to
maintain our Catholic identity, our curriculum needs to bedifferent
and distinctive. Our Catholic faith must be clearly and
purposefully articulated to allstudents. Realizing that there are
followers of other religions in our classrooms, teachers needto be
prudent and sensitive in how Catholic Church teachings are
delivered. Mutualunderstanding and respect for one another is
paramount.
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Organization of the Rich Culminating Performance TasksThis
secondary resource consists of Rich Culminating Performance Tasks
for Grades 9 through12. Each grade package contains the following
components: Rich Culminating PerformanceTask Teacher Package
Overview, Teaching and Learning Lessons, Black Line Masters,
andEvaluation Rubric.
Essential for Teacher and Student SuccessIt is absolutely
essential that teachers read over the whole package before the
course beginsto see how the various components build throughout the
semester. Students need to workon foundational components
throughout the course in order to accomplish the final task thatis
to be evaluated. Each Rich Culminating Performance Task will take
2-3 weeks to complete.
Teacher Package OverviewEach Teacher Package Overview includes a
Detailed Description of the Task and outlines all thesteps the
teacher and students must follow as they work through the various
stages of the taskand prepare for the culminating presentation.
Each task has been clearly linked to theexpectations as outlined in
the Ontario Catholic Secondary Curriculum Policy Document
forReligious Education, ICE, through the Enduring Understandings.
The Enduring Understandingsshould be posted as Anchor Charts
throughout the semester for easy referral. FocusingQuestions are
provided with links to the Ontario Catholic Graduate Expectations
and theSecondary Core Curriculum Maps, Halton CDSB. Each Teacher
Package Overview also providesRecommendations to the Teacher
outlining sequential steps to assist teachers in planning
thelessons, which build up to the Rich Culminating Performance
Task. Materials and Resources inthe Teacher Package Overview
provide teachers with additional background information suchas
current web resources. The List of Appendices indicates all
pertinent Black Line Masters forthe task.
The Teaching and Learning LessonsThe Ministry’s three part
lesson template, Minds On, Action, and Consolidation, is used to
guideteachers through the task and to engage students in their
learning. Lessons are not one periodin length, but rather are
designed to explore the entire concept over a period of time.
The Black Line MastersThe Black Line Masters are used during the
teaching of the Rich Culminating Performance Taskand are clearly
labelled (i.e. Grade 9 – BLM 9.1). The teacher is asked to
distribute and collectthe Black Line Masters throughout the course,
as they will be used as part of the preparationand presentation of
the Rich Culminating Performance Task.
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Assessment and EvaluationThe Design Down model was used to
create the Rich Culminating Performance Tasks. Theenduring
understandings for each grade were shaped using the overall
expectations for eachgrade found in the Ontario Catholic Secondary
Curriculum Policy Document for ReligiousEducation, 2006 written by
ICE. The enduring understandings are those developed by thewriters
of this resource and may vary somewhat if developed by a different
group of educators.
Assessment and evaluation practices continue to evolve in light
of ongoing research related tohow students learn. These rich
culminating performance tasks were designed using the mostcurrent
assessment and evaluation practices recommended by the Ministry of
Education. Thelessons include assessment for, as, and of
learning.
These tasks emphasize higher order thinking skills and making
connections. These skills need tobe taught throughout the course so
that students can practice using these skills with a varietyof
concepts and connections before being evaluated by the teacher. The
Teacher PackageOverview and accompanying Teaching and Learning
Lessons outline steps designed to scaffoldstudents to achieve
success.
Each task contains an Evaluation Rubric that can be used by the
students and teachers toevaluate Knowledge and Understanding,
Thinking, Communication, and Application asdemonstrated through the
Culminating Performance Task.
“It is through the application of new learning to real life
situations that students move forwardin the acquisition of
knowledge and proficiency and the skill necessary for living life
to its fullestas light and salt for the world.”
Ontario Catholic Secondary Curriculum Policy Document for
Religious Education, p. 6.
Program Planning ConsiderationsThe Grade 9-11 Rich Culminating
Performance Tasks involve students presenting to anauthentic
audience (e.g. grade 8 students, local parish, and community
members).Arrangements will have to be made in order for these
audiences to attend. It is stronglyrecommended that this effort be
made as it motivates the students and authenticates the task.In
grade 12, students present to their classmates.“While it is very
much a personal matter, our Catholic faith is not a private
relationship betweenthe individual and God. It is a faith lived out
in community—from family to parish and school, toneighborhood, and
to the world community of believers.”
Ontario Catholic Secondary Curriculum Policy Document for
Religious Education, 2006, p. 9
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Grade 10 Religious EducationRich Culminating Performance
Task
Teacher Package Overview
Discipline Religious Education
Course Code HRE 2
Course Name Christ and Culture
Title of Task What it Means to be a Catholic Church Member
Time Requirement 2-3 weeksAuthentic Scenario Students create a
sacred space with their symbolic
artifacts as a place to share “What it means to be aCatholic
Church Member” with members of a localparish.
General Description of the Task Using the enduring
understandings as a guide,students develop a creative symbolic
artifact topresent to peers and invited guests (from a localparish)
to explain “What it Means to be a CatholicChurch Member.”
Rationale of the Task In light of the reality that the work
begun by Jesuscontinues in modern culture through the
Church,students will use course concepts, prior knowledge,and
higher order thinking skills to demonstratetheir learning; students
share theirunderstandings/observations of what it means tobe
Catholic Church members.
Detailed Description of the TaskUsing their prepared creative
symbolic artifact(s) and Course Connections Charts, students
makeconnections between the enduring understandings of the course
and their acquired understandings ofwhat it means to be Church
members. Students create an informative presentation for the
appropriateaudience – peers and invited guests from a local
parish.
Requirements:1. Students design a creative artifact (e.g. an
imitation stained glass window, sculpture, mosaic,
painting, video, etc.) that expresses course connections related
to being a member of theChurch. The artifact will be a visual unity
representing major themes of the course which focuson being a
member of the Catholic Church. The images/symbols used in the
artifact will helpstudents explain to their audience important
parts of the Catholic Faith that they have learned.
2. The class creates invitations to be sent to the local
parish(es) prior to the presentation.3. Students reflect throughout
the course on what it means for Catholics to live as members of
the
Catholic Church using the Course Connections Charts.
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Enduring Understandings (created using the Overall Curriculum
Expectations)Students will understand that the Gospels call us to
act as faithful disciples of Jesus.Students will understand that
together and today we are the Church.Students will understand that
justice is an expression of Christ’s love.Students will understand
that participation in sacraments, especially the Eucharist, is
important forsalvation.Students will understand that respecting
others is respecting God.Note: Enduring Understandings should be
posted in a prominent place in the classroom.
Essential QuestionsStudents and the teacher create essential
questions based on the enduring understandings.Examples:How might
one be a faithful disciple of Jesus?What does it mean to be a
member of the Church?
Catholic Graduate ExpectationsCGE1b - participates in the
sacramental life of the church and demonstrates an understanding of
thecentrality of the Eucharist to our Catholic storyCGE1c -
actively reflects on God’s Word as communicated through the Hebrew
and ChristianscripturesCGE2c - presents information and ideas
clearly and honestly and with sensitivity to othersCGE3e - adopts a
holistic approach to life by integrating learning from various
subject areasand experienceCGE3e - demonstrates a confident and
positive sense of self and respect for the dignity and welfare
ofothersCGE4c - takes initiative and demonstrates Christian
leadershipCGE5c - develops one’s God-given potential and makes a
meaningful contribution to societyCGE6e - ministers to the family,
school, parish, and wider community through service
Connections to the Core Curriculum Maps1. Option for the Poor
and Vulnerable2. Stewardship of Creation
Focusing Questions:How does the Gospel teach us to respond to
our neighbour?How can we come to a deeper understanding of Jesus
through Scripture?How do we recognize the role of prayer in our
lives?How do we appreciate the place of symbol and ritual in
liturgical celebrations?How do we understand ourselves as made in
the image of God?How are we called to respond to our neighbours and
to all of creation in a spirit of justice?How do we recognize and
respond to the face of God in the Other?How do we allow the Holy
Spirit to guide and strengthen our moral decision making so that we
may livelives of virtue?
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Assessment and EvaluationThe four categories are equally
addressed using the Evaluation Rubric (BLM
10.2):Knowledge/UnderstandingCommunicationThinkingApplication
Recommendations to the TeacherBefore the task (in order to
ensure student success in this task) …The teacher will:
1. present the rich performance task very early in the course.2.
regularly make explicit links to the enduring understandings.3.
model how to complete all sections of the Course Connections Charts
(BLM10.1)4. have the students make several connections charts.
Students may make connections, using the
process indicated in the Course Connections Charts (BLM 10.1),
within such Grade 10units/themes as The Gospel Portraits of Jesus,
The Sacraments of the Eucharist, Moral DecisionMaking, Respect in
Relationships, Social Justice and the Common Good, etc. (followed
byteacher feedback). **If this step is not completed throughout
this course, students will not beable to complete the rich
performance task.
5. keep each completed Course Connections Chart (BLM10.1) in a
file for the studentsto use toward the end of the course.
6. explicitly teach peer and self assessment strategies.7. teach
higher order thinking skills (e.g. Bloom’s Taxonomy, Achievement
Chart); provide
opportunities to practise higher order thinking skills.8.
provide several opportunities to practise oral communication skills
(pairs, small groups, whole
class).9. include lessons during the course, modeling how to
make explicit connections between
concepts learned and the students’ lived experience.10.
demonstrate how ideas and connections can be represented visually
(e.g. stained glass
windows, architecture, paintings, sculptures, etc.).11. send out
invitations to local parish(es) to invite parish members (include
location, dates, etc.)
Students will:1. design their own creative artifact(s), as a
catechetical tool, to visually communicate important
parts of the Catholic faith that they have learned, in the
context of what it means to be a Churchmember.
2. throughout the course, as the enduring understandings are
addressed, complete several CourseConnections Charts (BLM 10.1) to
make connections between course concepts and theirunderstanding of
“being a Church member” with a symbolic artifact sketch or
representation.
3. use their Connections Charts to prepare a symbolic artifact
and an oral presentation formembers of a local parish.
4. use their symbolic artifact (see Lesson 1) to create a sacred
space appropriate for the purpose ofthe task.
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Presentation …Students:
1. use their symbolic artifacts to orally present their
understanding/observations to localparish members of what it means
to be a Catholic Church member.
2. will have their presentations evaluated by the teacher.Prior
Knowledge and SkillsTerminology
- think/pair/share- enduring understandings (big ideas/enduring
learning)- Gospels/faithful/Church/sacraments/respect- Connections
Chart- peer assessment- self assessment- Inside Outside Circle
strategy- artifact
Collaborative Skills- taking turns- active listening (eye
contact, body language, etc.)- effective feedback- agreeably
disagree- oral presentation skills- address audience (eye contact)-
project voice- practise presentation (know content)- use of
props
Oral Presentation Skills- address audience (eye contact)-
project voice- know audience- practise presentation (know
content)
Higher Order Thinking Skills- Bloom’s Taxonomy or Bloom’s
Revised Taxonomy- Achievement Chart
Peer Assessment- strengths, weaknesses, recommendations for
improvement
AccommodationsRefer to students’ IEPs
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Materials and ResourcesOntario Catholic Secondary Curriculum
Policy Document—Religious Education, 2006Christ and Culture (CCCB
Textbook)http://moodle.trinitycatholic.ca/index.php;
http://www.vatican.va/archive/catechism/ccc_toc.htmCourse
Connections Chart (BLM 10.1) used several times throughout
courseEvaluation Rubric (BLM10.2)
http://moodle.trinitycatholic.ca/index.phphttp://www.vatican.va/archive/catechism/ccc_toc.htm
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Teaching and Learning
Lesson 1: Making Meaningful Course Connections
Minds On Approx. Time (40 min)
The teacher provides a tangram for each triad of students to
assemble(printed from the internet or another source, like the math
department).
The teacher explains that this task involves arranging the
varying sizesof pieces in the tangram to create a unity (a perfect
square). Althoughindividual sections are more significant than
others (i.e. the bigger the piece,the more significant), all pieces
are needed to make the whole.
With the students, the teacher makes connections to common
examples ofsignificant pieces being part of a unity: the symphony
(the string section ismost significant); food on your plate (what
food takes up most of yourplate?); staging a play (certain
characters have more significant roles to thestory line), etc.
Invite students to think about and share other examples.
Tangram:
Action Approx. Time (225 min)
In triads, students brainstorm a list of components of youth
culture (e.g. friends,hobbies, music, dance, school, social
networks, computers, etc.). Triads needto rank their components of
youth culture in order of importance and justify theirrationale.
Triads use their ranking to create a unique "tangram" shape to
symbolizethe components of youth culture (size varies directly with
importance). Theteacher randomly selects group members to present
their thinking (tangrams).The teacher collects and saves all Youth
Culture Tangrams for further use.
In different triads, students think about and record the
important elements thatform the Church (based on key course
connections and the enduringunderstandings of the course).
Individually, students rank these significant elements in order
of importance(making sure they can justify their choices) and plot
their Church elements on anew "tangram" (students literally write
the ranked church elements onto the newtangram pieces to create
“Church Elements” Tangrams). The teacher collects,assesses with
feedback, and saves all Church Elements Tangrams for further
use.
Assessment forLearning (AfL)
AfL
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Imagery/Symbols LearningThe teacher sets up a slideshow or a
small “classroom art gallery” (using theclassroom walls), posting
modern day images and symbols (e.g. holiday turkey,McDonald's logo,
Nike swoosh, Valentine’s heart, etc.). Students, as they view
theslideshow or walk through the gallery and browse, individually
jot down “whatcomes to mind” when they see the various images that
are posted in the gallery –ideas, emotions, other symbols, etc.
The teacher randomly selects students to share their jot notes
and ideas, leading toa class discussion about why images and
symbols are used by modern companies.
The teacher adds to the gallery/slideshow various Church images
and symbols (e.g.cross, lamb, chalice, water, the colour purple,
the colour green, etc.). Studentsagain view the slideshow or walk
and browse, individually jotting down “whatcomes to mind” when they
see the various new images in the slideshow or gallery– ideas,
emotions, other symbols, etc.
The teacher randomly selects students to share their jot notes
and ideas, leading toa class discussion about how Church symbols
might cause a different reaction inpeople than the symbols used by
modern companies.
The students then create “Modern Church Symbols” they think
would help youngpeople in the today's world to understand
“important elements that form theChurch” (students may use Church
Elements Tangrams and Youth CultureTangrams saved and assessed by
the teacher with feedback, from an earlier part ofLesson 1
above).
Students add their created Modern Church Symbols to the gallery
or slideshow.Students again walk about and browse, individually
jotting down “what comes tomind” when they see the various new
images in the gallery – ideas, emotions,other symbols, etc.
The teacher randomly selects students to share their jot notes
and ideas, leading toa class discussion about how some student
symbols were interpreted by otherstudents, and whether or not the
intended effects of the symbols were achieved.The teacher leads a
discussion about the purpose of using religious symbols -- to
make deep personal connections to God not just for the person
who makes thesymbol, but for others (the symbols used in the Church
are not meant to be onlyfor the person who made the Church symbols,
but to give deep personalconnections to others).
AfL
AfL
AfL
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Rationale: It is important for students to make a movement from
Self to Other inthe Grade 10 program – when they create artifacts,
they need to be aware of theimpact of their symbols on others.
“Otherness” is essential to understanding whatit means to be
Church.
Learning about ConsensusUsing the Youth Culture Tangrams that
were collected earlier (near the beginningof this lesson), the
class tries to create one tangram which represents the wholegroup's
beliefs and thinking. The focus at this point is on the group
consensusconcerning the ranking of the components of youth culture.
Through consensus,(which is done in the Church in a variety of
ways), the class will also establishsymbols to represent each
component.
Rationale: This process will help students appreciate the
importance of universalsymbols and how they are chosen to represent
members of a group.
Representing Church Elements through an ArtifactThe teacher
provides several examples (via internet or other source) of
Churchstained glass windows.
Possible websites:http://www.fisheaters.com/symbols.html Fish
Eaters is a site which discusses differentChristian symbols and
what they mean. As well, it has some discussion on the meaning
ofcertain
numbers.http://www.catholic-resources.org/Art/Evangelists_Symbols.htm
Symbols of the FourEvangelists is a source which discusses the
traditional symbols used for the four gospelwriters. It gives some
background to their references in early Christian authors as well
assome artistic representations of the
symbols.http://www.religionfacts.com/christianity/symbols.htm This
site gives another list ofsymbols and numbers and the meaning for
each.
Using think/pair/share, students interpret the symbols found in
the stained glasswindows. The teacher randomly asks students to
share their thinking.
The teacher, with the explanations of the meaning of the symbols
in the windows(gained from internet and other sources), shows how
the Church has used thisform of communication as catechesis in the
history of the Church (e.g. stainedglass windows used to help
illiterate populations understand the Catholic Faith,etc.).
AfL
http://www.fisheaters.com/symbols.htmlhttp://www.catholic-resources.org/Art/Evangelists_Symbols.htmhttp://www.religionfacts.com/christianity/symbols.htm
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The teacher leads a discussion about the purpose of
communicating God’smessage through expressions of beauty (e.g. God
in the Old and New Testamentsuses such “artifacts” as the Ark of
the Covenant and St. Peter's Basilica asexpressions of physical
beauty and love that represent God's own beauty andlove).
The teacher models how Church elements, according to their
significance, can betransferred to a creative artifact (a sculpture
can have parts, perhaps of varyingsizes, that represent significant
(tangram) connections - e.g. the relatively small"snake" in a
Genesis sculpture may represent a minor but potentially
deadlytemptation; the "fruit" in a Creation Story painting may
represent free will).
Students are reminded that their artifacts will be the focus of
their oralpresentations for local parish members about “What it
Means to be a CatholicChurch Member”.
Consolidation Approx. Time (60 min)
Connecting Church Elements Tangrams and personal Modern Church
Symbols toan Artifact
Students take out their completed Church Elements Tangrams and
theircompleted Course Connections Charts BLM10.1 (done throughout
the course,accompanied by teacher feedback). With these tools,
students begin to design(sketch or thought map) their symbolic
artifact - a visual representation of what itmeans to be a Catholic
Church Member (e.g. a sculpture of a person, as an artifact,may
involve the arms, head, and torso representing different elements
of theChurch Elements Tangram). Students may use the sketches from
their CourseConnections Charts to guide the design of their unique
symbolic artifact.
Students need to gather feedback from their peers and eventually
the teacher ontheir sketch. For those who do not consider
themselves "artistic", a variety ofpossibilities exist concerning
materials, including recycled items and found objects.
Note: The teacher will assure students that their thinking and
connections will beevaluated, not their artistic qualities.
AfL
Next Steps
Students need to begin gathering materials for their
artifacts.Students create invitations to send to the local parishes
to welcome parishmembers to the grade ten presentations.
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Teaching and Learning
Lesson 2: Creating a Meaningful Artifact and Oral
Presentation
Minds On Approx. Time (40 min)
In triads, students brainstorm the qualities of an effective
speech and/or presentation. Thetriads create a list of student
ideas.
Students are then asked to look for and jot down specific
examples of these qualities whileobserving a few video/movie clips
of effective speeches and presentations (available onthe internet
or in other formats - e.g. Martin Luther King Jr., Mother Teresa,
HomerSimpson, Barack Obama, William Wallace in Braveheart, Maximus
in Gladiator, Elizabeth I,Ann Boleyn, etc.)
After viewing the clips, triads add effective qualities to their
lists and then compare theirlists with other triads, having a
conversation about why the speech was effective. Afterdiscussion
with other groups, the triads compile a final list of effective
qualities. Theteacher randomly selects groups to share their ideas
and facilitates a discussion aroundwhat makes a speech and/or
presentation effective.
The teacher leads students to create a criteria checklist for
peer and self assessment fororal presentations. The teacher
prepares this Oral Presentation Checklist for students touse for
peer and self assessment.
Action Approx. Time (300 min)
Using their feedback, students develop and create their symbolic
artifacts.
Students prepare the oral component of their presentations using
their OralPresentation Checklist, remembering to demonstrate what
it means to be Churchmembers.
Using the Inside Outside Circle strategy, students present their
symbolic artifact totheir peers, explaining their connections,
symbolism, and thinking. Peers givedescriptive feedback both on the
content and the presentation skills (using the OralPresentation
Checklist).
Assessmentfor Learning(AfL)
Consolidation Approx. Time (10 min)
Using their peer feedback, students continue to improve and
refine their artifact and oralpresentations.
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Next Steps
Students rehearse their oral presentations on their own.
The teacher and students select appropriate songs and one or
more Biblical passages withwhich they will welcome their guests and
set the tone before presentations begin(e.g. songs: “Be with me
Lord”, “Come to the House”; Biblical passage: 1 Corinthians 12
-regarding the Church as “Christ’s body”).
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Teaching and Learning
Lesson 3: Presentations on “What it Means to be a Catholic
Church Member”Minds On Approx. Time (50 min)
The teacher and students decide on the order in which students
will present. Theteacher reminds students about how artifacts play
a role in creating a liturgicalChurch environment. Students place
their artifacts around the room in a way thatcreates a sacred
space, perhaps in a way that symbolizes the Catholic Faith
(e.g.artifacts arranged in the shape of a cross, circle, or three
leaf clover). An optionmight be creating the sacred space in the
school chapel.
When the members of the local parish arrive and are welcomed,
the gatheredcommunity members sing or listen to the opening song(s)
and read the Biblicalpassage(s) to further create a liturgical
‘atmosphere of Church’ and to welcome thepresence of God in the
community.
Action Approx. Time (300 min)
Using jot notes if necessary, students reverently give their
oral presentations witha focus on their creative artifacts in order
to share with the community theirunderstanding of “What it Means to
be a Catholic Church Member,” and to beformally evaluated by the
teacher.
The community members (students, teachers, guests, etc.) close
the presentationwith another song; students thank the invited
guests from the parish for coming. Iftime permits, a brief social
may be appropriate.
Assessment ofLearning
Consolidation Approx. Time (30 min)
To complete the process of evaluation, students complete the
following twoquestions:
Reflecting on the enduring understandings and course
connections, do I betterunderstand what it means to be a member of
the Catholic Church? If so, how? Ifnot, explain.
How has my thinking changed because of the unique connections
and artifact Icreated in this course? (metacognition)
Assessment ofLearning
Next Steps
Promotion to grade 11.
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Catholic Curriculum Corporation – Central and Western Region
Faith Through LearningA Distinctive Catholic Curriculum
19
Grade 10 Religious Education: Course Connections Chart BLM
10.1
Step #1Review what it means
to be Church?
Step #3:Name a selected courseconcept related to whatit means to
be Church.
(e.g. Justice)
Unique Course Connectionsabout being a Catholic Church
Member
Step #2:Understanding “What it meansto be Church?” Choose
andcircle one of the following:People of God (community, not
justindividuals)One (unites all Church memberswith one God)Holy
(God’s goodness in Churchmembers)Catholic (universal—Churchmembers
on a mission to allpeople)Apostolic (built on the faith of
theapostles)Other (another quality of Church)
Step #4:Understanding the abovecourse concept (give detailse.g.
Justice is giving peoplewhat they are owed.):
Step #5: This is the HIGHER ORDERTHINKING part! Write a sentence
below that
combines the Understanding details fromSteps 2 and 4 (e.g. Holy
and Justice) to create aunique course connection (e.g. God’s
goodness
is found in Church members when they feedthe poor or visit the
sick.)
Name:
Class:
Step #6: Connection to Symbolic ArtifactWith the title of your
connection in mind, create or find a symbolic artifact that
visually represents "being a
member of the Church". (e.g. a sketch of someone visiting the
sick) Use the back of this page to sketch or describeyour
artifact.
Complete this graphicorganizer and submit it to theteacher in
order to see yourthought process. If you haveanother way of showing
theteacher your thought process,consult the teacher about
thatoption.
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Catholic Curriculum Corporation – Central and Western RegionBLM
10.2
Faith Through LearningA Distinctive Catholic Curriculum
Grade 10 Religious Education: Rich Culminating Performance
Task
What it Means to be a Catholic Church Member
EVALUATION RUBRIC
Achievement Chart Category Level 1 Level 2 Level 3 Level 4
Knowledge andUnderstanding
Demonstrates knowledge ofessential Catholic Churchelements
Demonstrates anunderstanding of what itmeans to "be Catholic
Churchmembers" (using referencesto Gospels, sacraments, etc.)
Demonstrates limitedknowledge of essentialCatholic Church
elements
Demonstrates a limitedunderstanding of what itmeans to "be
Catholic Churchmembers"
Demonstratessome knowledge of essentialCatholic Church
elements
Demonstratessome understandingof what it means to "beCatholic
Church members"
Demonstratesconsiderable knowledge ofessential Catholic
Churchelements
Demonstratesconsiderable understandingof what it means to
"beCatholic Church members"
Demonstratesthorough knowledge ofessential Catholic
Churchelements
Demonstrates a thoroughunderstanding of what itmeans to "be
Catholic Churchmembers"
Thinking
Uses processing skills(selecting, analyzing,synthesizing) tolink
Gospels, sacraments,symbols, etc. to being aCatholic Church
member
Demonstrates limitedprocessing skills in linkingGospels,
sacraments,symbols, etc. to being aCatholic Church member
Demonstrates someprocessing skills in linkingGospels,
sacraments,symbols, etc. to being aCatholic Church member
Demonstrates considerableprocessing skills in linkingGospels,
sacraments,symbols, etc. to being aCatholic Church member
Demonstrates a high degreeof processing skills in
linkingGospels, sacraments,symbols, etc. to being aCatholic Church
member
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Catholic Curriculum Corporation – Central and Western RegionBLM
10.2
Faith Through LearningA Distinctive Catholic Curriculum
Communication
Expresses and organizesconnections about beingChurch
members(e.g. clarity of connections) inan organized way
Demonstrates anunderstanding of audienceand purpose (e.g., to
inform,to persuade) in thepresentation
Uses conventions (e.g.Gospels, Church, and justice)in oral
presentation
Expresses and organizesconnections related to beingChurch
members with limitedeffectiveness
Demonstrates a limitedunderstanding of audienceand purpose in
presentation
Uses conventions in oralpresentation with
limitedeffectiveness
Expresses and organizesconnections related to beingChurch
members with someeffectiveness
Demonstrates someunderstanding of audienceand purpose
inpresentation
Uses conventions in oralpresentation with someeffectiveness
Expresses and organizesconnections related to beingChurch
members withconsiderable effectiveness
Demonstrates considerableunderstanding of audienceand purpose in
presentation
Uses conventions in oralpresentation withconsiderable
effectiveness
Expresses and organizesconnections related to beingChurch
members with a highdegree of effectiveness
Demonstrates a thoroughunderstanding of audienceand purpose in
presentation
Uses conventions in oralpresentation with a highdegree of
effectiveness
Application
Transfers understanding ofbeing a Catholic Churchmember into an
artifact andpresentation
Transfers understanding ofbeing a Catholic Churchmember into an
artifact andpresentationwith limited effectiveness
Transfers understanding ofbeing a Catholic Churchmember into an
artifact andpresentation with someeffectiveness
Transfers understanding ofbeing a Catholic Churchmember into an
artifact andpresentationwith considerableeffectiveness
Transfers understanding ofbeing a Catholic Churchmember into an
artifact andpresentationwith a high degree ofeffectiveness
Comments