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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.php

http://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.html

http://www.catholic-resources.org/Art/Evangelists_Symbols.htm

http://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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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.


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)


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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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.


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


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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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.

Catholic Curriculum Corporation – Central and Western RegionBLM 10.2


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

Catholic Curriculum Corporation – Central and Western RegionBLM 10.2


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

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