Course Profile   English, Locally Developed, Grade 10, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 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, 2000

 

Acknowledgments

Catholic District School Board Writing Teams –

 

Lead Board

Toronto Catholic District School Board

Wendy Schmidt, Project Manager

 

Course Profile Writing Team

Patrick Keyes (Lead Writer), St. Mary's Secondary School, T.C.D.S.B.

Mary Byrne, Mother Teresa High School, O.C.C.D.S.B.

Eileen Clinton-Shoemaker, Our Lady of Lourdes High School, W.C.D.S.B.

Barney Murray, Father Bressani High School, Y.C.D.S.B.

 

Reviewers

Nick D'Avella, (Lead Reviewer), Senator O'Connor Secondary School, T.C.D.S.B.

Dr. Larry Trafford, Curriculum Branch, OECTA

Adrian Flynn, St. Joseph High School, D.P.C.D.S.B.

Dorothy Turner, Sagonaska School

Joanne Shields, W. Ross Macdonald School

Cathy Brown/Joy Vanderzand, The Ernest C. Drury School

 

Course Overview

Locally Developed English

Identifing Information

Course Title:  English

Grade:  10

Course Type:  Locally Developed

Credit Value:  1

Description/Rationale

The Grade 10 Locally Developed English course aims to enhance the self-worth of the adolescent in a Catholic school setting through the further development of skills inherent in literacy and critical thinking. In particular, the Locally Developed English course works toward preparing students for the Grade 11 English Workplace course and reinforces the skills essential for completion of the Provincial Test of Reading and Writing. The Locally Developed Grade 10 English course provides ongoing remediation and support for students while reinforcing the development of self-confidence and skills of interdependent learning. This sample profile consists of five units and a Language Appendix. Three units are provided as a model; the other two units are defined, but not developed. A variety of teaching strategies and tools are suggested as a framework for teachers to develop the remaining units according to local needs.

A key feature of the course is to ensure that the goal setting in the students' Annual Education Plan (AEP) or Individual Education Plan (IEP) pertaining to literacy will be supported by the curriculum.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of this course is to “draw out the natural capacities in each student and facilitate the growth of the whole child.” (Educating The Soul, Dr. Larry Trafford). Hence, while this course promotes the development of essential literacy skills, it also calls upon students to build a community based upon the Catholic value of service to the common good. The course challenges students to act as contributing and responsible community members at home, at school, and in the workplace. As a Catholic faith community we acknowledge, affirm, and celebrate the intrinsic God-given gifts of each individual student. Through the varied activities outlined in the profile students will have many opportunities to practise effective communication, and reflective and creative thinking. They will continue to mature as lifelong learners and servant leaders.

Unit Titles

Unit 1:  Parables and Peoples’ Stories: Tell It Like It Is

Time:  35 hours

Description

The introductory unit establishes the learning environment that celebrates the dignity and intrinsic value of the students. It provides for students to become collaborative contributors to the community. Numerous, fun, fast-paced activities provide a learning structure to encourage student interest in Literature and Reading. Students examine a variety of genres such as fairy tales, Scripture, fables, poetry, song, and the novel. Students continue to develop their literary and critical thinking skills, through teacher-directed activities. Group work and oral presentations lead to the creation of several media products. Students develop a writing portfolio containing a glossary of personal vocabulary and journal responses germane to the themes studied in the unit. The unit’s culminating activity involves students' presentations of their original compositions to the class. Because this is the first unit in the course there is extensive diagnostic assessment of the students’ skills. Together the teacher and the individual student collaborate to set specific learning goals and to devise specific remediation strategies to improve student achievement. Also, the teacher ensures that the goals set in the course mesh with those in the student’s IEP or AEP as well as in the student's report card.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE1a, CGE1c, CGE1d, CGE2a, CGE2b, CGE2c, CGE3c, CGE3d, CGE4a, CGE4f, CGE5a, CGE5g.

Strand(s):  Literature and Reading, Language, Writing, Media Studies

Overall Expectations:  LRV1, LRV2, LRV3, WRV1, WRV2, WRV3, WRV4, WRV5, LAV1, LAV2, MEV2.

Specific Expectations:  LR1.2, LR1.3, LR1.4, LR1.5, LR1.6, LR1.7, LR1.8, LR1.9, LR2.1, LR2.1, LR3.1, LR3.2, WR1.4, WR2.2, WR2.3, WR2.4, WR3.1, WR3.2, WR4.1, WR4.2, WR5.2, WR5.4a-c, LA1.1, LA1.2, LA1.5, LA2.1, LA2.3, LA2.5, LA2.6, ME2.1.

Unit 2:  Drivers' Education: Life Is A Highway

Time:  18 hours

Description

Driver Education is a practical skill relevant to the student’s immediate life experiences. The unit fosters awareness and appreciation of student’s responsibility to self and community. Students examine the Ontario Driver’s Manual for a number of purposes. They read and retain information necessary to pass the Ontario Driver’s Test. They analyse the technical language, style, vocabulary, and structure of the document. These writing techniques are extended in the development of a report in Unit 5, Interdependent Learning: The Human Web. Guest speakers such as traffic safety officers and representatives of advocacy groups contribute to the practical learning dimension of this unit. Also students learn how to interpret maps and other informational texts, as well as give and receive directions based on those texts. The unit’s culminating activity is the creation of a Safe Driving Campaign pamphlet.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE1d, CGE1e, CGE2e, CGE3c, CGE4c, CGE5e, CGE7a, CGE7h.

Strand(s):  Literature and Reading, Language, Writing, Media Studies

Overall Expectations:  LRV1. LVR2, LRV3, WRV1, WRV3, WRV5, LAV1, MEV2.

Specific Expectations:  LR1.1, LR1.3, LR1.4, LR1.5, LR1.6, LR1.7, LR2.2, LR3.3, WR1.2, WR1.3, WR1.4, WR3.1, WR3.5, WR4.1, WR4.2, WR5.4a-c, LA1.1, LA1.2, LA2.2 LA2.5, LA2.6, ME2.1, ME2.2.

Unit 3:  Advertising: Truth Or Illusion?

Time:  25 hours

Description

Students use critical thinking skills to examine and decode print and non-print advertising media. They understand how the elements and principles of advertising are used to market a specific idea and appeal to a target audience. As students take part in large and small group discussions, they formulate a critical appreciation of the elements of advertising and its effect on their lives. The unit builds on the previous unit in terms of investigation skills, however, the distinction is that in this unit students work more collaboratively. Students examine advertisements in light of Church teaching and come to a determination concerning how one creates an ethical and community standard. As a culminating activity students create a marketing strategy that encapsulates advertising techniques in either print or non-print media that is consistent with this standard. An important element of this activity is to ensure that this marketing strategy is fair, equitable and respectful of a community’s diversity. Specifically, students examine their work to ensure that it is respectful and inclusive in terms of race, gender, class, culture, language and religion.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE2a, CGE3b, CGE4d, CGE7e.

Strand(s):  Literature and Reading, Language, Media Studies

Overall Expectations:  LRV1, LAV1, LAV2, MEV1, MEV2.

Specific Expectations:  LR1.6, LA1.3, LA1.4, LA1.5, LA2.2, ME1.1, ME1.2, ME1.3, ME1.4, ME1.5, ME2.1, ME2.2.

Unit 4:  Working Together: The Working Life

Time:  20 hours

Description

In this unit students explore how their talents and gifts allow them to become proactive members in the workplace. Students develop an appreciation for the dignity and the value of work as it relates to their self worth. They explore concepts of work ethic, worker rights and responsibilities, and legal and moral issues relating to collective and individual rights, through the prism of Catholic values. Additionally, students reflect on the knowledge and skills necessary for them to participate fully in the workplace. Students use source materials based on careers in which they are interested. This unit draws upon resources in the guidance, co-op and chaplaincy departments.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE1e, CGE2e, CGE3c, CGE4g, CGE5b, CGE5g, CGE7a.

Strand(s):  Literature and Reading, Language, Writing, Media Studies

Overall Expectations:  LRV1, LRV2, WRV2, WRV3, WRV4, WRV5, LAV1, LAV2, MEV1.

Specific Expectations:  LR1.1, LR1.3, LR1.5, LR1.7, LR1.8, LR2.2, LR3.3, WR2.1, WR2.2, WR3.3, WR4.1, WR4.2, WR5.1, WR5.4a-c, LA1.3, LA2.1, LA2.2, LA2.4, ME1.1.

Unit 5:  Interdependent Learning: The Human Web

Time:  12 hours

Description

In the final unit of the course students work collectively in small groups investigating a topic that is of common interest to group members. Within this experiential learning model, each member of the group is responsible for investigating a sub-topic. The unit builds on the investigative skills students have developed in the previous units, particularly unit two, Driver's Education, where students investigate issues dealing with driving and in unit four, Working Together, where the students investigate different types of work and issues relating to work. Of central importance to the final unit is teaching students how to access and interpret information, not only by using texts and technology, but through creating a community (web) of people who share a common interest and who are willing to help locate and share information. In forming an interdependent web of support, students are encouraged to involve family members, friends, mentors or whomever they view as being able to offer specific expertise on their selected topic. In this way students understand the importance of relying on others to support learning. Equally important and empowering is recognizing how others can depend on them. While engaging in the various activities, students reflect on their role as servant leaders.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE1d, CGE2a, CGE2b, CGE2c, CGE3a, CGE3f, CGE4a, CGE4b, CGE5g, CGE7b.

Strand(s):  Literature and Reading, Language, Writing, Media Studies

Overall Expectations:  LRV1, LRV2, WRV1, WRV2, WRV3, WRV4, WRV5, LAV1, LAV2, MEV2.

Specific Expectations:  LR1.1, LR1.3, LR1.4, LR1.5, LR1.6, LR1.7, LR2.2, WR1.1, WR1.2, WR1.3, WR1.4, WR1.5, WR2.2, WR2.3, WR2.4, WR3.1, WR3.3, WR3.4, WR3.5, WR3.6, WR4.1, WR4.2, WR5.1, WR5.2, WR5.4 a-c, LA1.2, LA1.6, LA2.2, LA2.5, ME2.1, ME2.2.

Course Notes

Catholicity

·       Teachers and students should embrace every opportunity to enhance the Catholic character of the curriculum and use that character as a means of deepening the students’ understanding of their tradition.

·       It is recommended that course themes and activities tie into the Liturgical Calendar to enhance and reinforce Catholic teachings and practises, for example, during the workplace unit one may want to celebrate the feast day of St. Joseph the Worker.

·       The course focusses on the New Testament Parables, both as literature and as a means for students to have practical examples of transforming Faith into action. Throughout the units students will return to the parable stories and use their underlying themes of community, compassion and justice to see their world in a Catholic context.

·       An objective of the course is to develop an interdependent learner within the Catholic ethos. The interdependent learner is skilled at knowing who and how to ask for help when seeking solutions to a challenge. At the same time, the interdependent learner is willing to offer support and teach others what they know. Such a learner has a keen understanding of how all members of the community are made stronger by their interdependence.

Reading and Writing Test

·       To prepare students to write the Grade Ten Test of Reading and Writing, it is strongly recommended that the Locally Developed Grade Ten English course be offered in the first semester to assist students in their preparation.

Diagnostic/Goal Setting/Assessment

·       Assessment should include a variety of techniques and methodologies which promote student learning and encourage timely feedback while honoring the diverse learning styles of individual students.

·       As part of the diagnostic assessment of students several standardized assessment tools such as Gates-McGintie and the Academy of Reading are suggested. Teachers and resource teachers may need to be trained on both the administration and interpretation of the data. As well, these standardized assessment tools need to viewed as only one method of assessing student achievement.

·       Goal setting is a key feature of the programme. It is important that after a thorough diagnostic assessment of learning styles and learning abilities has been completed, the teacher and student, in consultation with a resource or teacher advisor, set realistic monthly goals for the student. The goals should correspond with those found within the students’ IEP or AEP and within the students’ response on their report cards.

·       If the student is taking another Locally Developed Science or Math course they may wish to co-ordinate goals. It would be useful to store the mutually agreed upon goals within a student's journal or glossary for regular reference.

·       The course contains rubrics, checklists and other assessment instruments, however, teachers should create/locate instruments that meet the local needs of their community.

Note: Copyright Regulations – The teacher must ensure that appropriate public viewing licenses are obtained prior to showing audio/visual materials in the classroom.

Teaching/Learning Strategies

·       Teaching and learning strategies should be practical in nature allowing for high student interest, relevance, and application. Strategies need to be purposeful.

·       This course offers opportunities for cross-curricular learning. Also it encourages students to interact with those in the community who can enrich the learning environment.

·       The first unit in the course, Parables and People’s Stories, can run concurrently with other units. For example, the teacher may set aside twenty minutes of novel reading, which is part of Unit 1, while working on activities in Units 2 or 3 for the rest of the period.

·       Students write for a variety of purposes in this course. Most journal writing should be shared. However the teacher needs to alert students when a reflection journal topic is to be considered private.

·       The thematic approach in this course requires grammar and usage, spelling and punctuation activities to be incorporated at appropriate times throughout the program. Language should be integrated into all writing activities.

·       The profile contains a Language Appendix which will be used in all the units of study. Within this appendix are checklists and rubrics as well as short teaching and learning activities that address a specific gap in the student’s knowledge and abilities. Teachers are advised to read the Appendix as a whole so they can best assess where to incorporate teaching/learning strategies and assessment tools.

·       Each unit contains its own respective appendix. Within the appendices are organizers, rubrics, prompts and checklists that support specific teaching /learning strategies. There are also extension and remediation activities to serve an individual student or a group.

·       If the profile is accessed through CD-ROM, the teacher can clip, edit and adapt the assessment tools.

·       Students will keep a Vocabulary Glossary where they will store new words and demonstrate how they can be used. Several strategies for vocabulary development are suggested in the Language Appendix.

·       Because this is a Locally Developed Course it is expected that the classroom teacher and programme co-ordinator will make adjustments so that the curriculum reflects the diversity found within both the classroom, the school and local community.

·       For the programme to be successful the teacher needs to structure it in such a way that the students regularly meet with success.

Teaching/Learning Environment

·       The classroom setting needs to be organized so that it is warm and inviting and allows for students to focus and concentrate on their work. Samples of student’s success need to be regularly on display.

·       There needs to be a series of relatively short and varied activities planned for each instructional period.

·       The teacher should look for opportunities to take students out into the community so they have the opportunity to experience practical learning applications.

Technical/Cross-curricular

·       To improve student learning it is important to bring the teacher-librarian into the process, particularly with respect to the unit on investigation and those activities focussed on reading. As well, the use of community/human resources is encouraged.

·       In terms of evaluating, supporting and reinforcing the curriculum, different software packages are suggested, e.g., Academy of Reading, Accelerated Reader, PLATO and ELLIS. If these packages are to be used they should be viewed as remedial supports and not replacements for the curriculum.

·       The teaching and learning activities incorporate a variety of technological learning tools.

·       (In some cases keyboarding skills will need to be taught.) Some schools will not have access to these resources. In this case the profile offers alternative strategies. It is essential that the teacher and or teacher-librarian instructs students on the safe and ethical use of the Internet.

Accommodations

·       Timing of units should be flexible allowing for the teacher to extend activities according to the student’s interests and/or need for remediation of key concepts.

·       Some students may need to have ‘breaks’ built into the daily class. In this way the student will be able to refocus and concentrate on assigned tasks.

·       Students may require additional support for sharing their oral or written work in a public forum.

·       The teacher should be aware of accommodations found in IEPs.

·       Reading material should be set at an appropriate level. The criteria for determining an appropriate level includes individual student interest, the student’s level of language acquisition and that the reading be a challenging but achievable goal.

Note: Accommodations are included in each unit. For more information on students with learning disabilities or those who are hard-of-hearing or visually impaired, refer to Course Appendix A.

OSS Policy Applications

This course has been designed in accordance with the regulations set out in the following Ministry documents: Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirement, 1999; Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999; Ontario Curriculum Grades 9 and 10: Program Planning and Assessment, 1999; The Ontario Curriculum, Grades 1-8, Language, 1999; The Ontario Curriculum, Grades 9 and 10, English, 1999.

Course Evaluation

Teachers, departments and schools need to evaluate the Locally Developed Grade 10 English course through a variety of methods to ensure that the programme is continually improving student achievement. Such an evaluation needs to respect the standard principles of assessment and evaluation. These principles include that the strategies used are equitable, fair, valid, ethical, and collaborative. Measures of programme effectiveness may include an analysis of student reading levels and writing ability, the results of the Grade 10 Test of Reading and Writing, and student portfolios.

An important component of the evaluation can be made through both student and teacher self-reflection. The reflection should focus on the students' growth in terms of personal and community awareness and skill development. Teachers and departments may choose to design rubrics to evaluate programme success. A process could be in place so that teachers network with colleagues from other schools, school boards, and subject associations to determine what modifications or new ideas could be incorporated into the units.

Strategies/Assessment/Resources

 

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. In order to ensure that assessment and evaluation are valid, reliable, and equitable and that they lead to the improvement of student learning, the teacher should use assessment and evaluation strategies that:

·       address both what students learn and how well they learn;

·       are based on both the categories and the descriptors in the achievement levels chart;

·       are varied in nature, administered over a period of time, and designed to provide opportunities for student to demonstrate the full range of their learning;

·       are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

·       accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plans, and take into consideration the goals outlined in the students’ Annual Education Plan;

·       promote the students' ability to assess their own learning and to set specific goals. This includes the use of samples of students’ work;

·       are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

In light of these underlying principles, it is recommended that student activities be assessed according to the following categories of skills:

Final Evaluation

 

 

COURSE APPENDIX A

Accommodations for Students With Special Needs

Refer to indivual students IEP

Learning Disabled Students

·       Work with the student’s strengths.

·       Be creative and flexible regarding presentation/assignments and the modalities/media which can be used.

·       Allow extra time for the processing of new ideas, concepts, vocabulary. Allow extra time to copy from board or overhead. Alternatively, provide a note buddy.

·       Go after quality, not quantity of information output.

·       Work co-operatively with the student. They know they are LD but you know what is expected. Find common ground.

·       Allow oral or scribed assignments; set clear but fair parameters with both student and scribe/reader/assistant so that these opportunities are not abused.

·       Monitor the completion of steps in a lengthy assignment. Have frequent conferences with students regarding their progress, frustrations, ideas, etc.

·       Avoid the passive voice.

·       Introduce content through a variety of media.

·       Present both auditory and visual directions.

·       Insist on the use of a planner for organization related to tests and assignment completion dates.

·       Ensure that board work is well organized and visually sequential. Color code titles, new vocabulary, important information, etc. in a consistent manner.

·       Assist the student with the formulation of thinking and reasoning skills. Remember that these rely on language processing.

·       Teach mnemonics to assist memory and study.

·       Check to see if the student is registered with the W. Ross Macdonald School Services Library. Any identified LD student can be registered and have access to their extensive audio library for texts and other materials.

·       Provide for adequate practise after initial teaching.

·       Provide student with appropriate frameworks to organize information for presentations, assignments. Shorten when necessary.

·       Move gradually from concrete examples to abstract generalizations.

Students Who Are Visually Impaired or Blind

·       Establish and maintain good communication with the vision resource teacher or classroom assistant who is working with the student.

·       Verbalize the material you are writing on the board or overhead. State instructions and expectations for assigned work clearly. The student should be able to identify when important information is about to be given so that they may be fully attentive to receive it. A student with low vision or who is blind cannot rely on visual cues given by classmates.

·       Avoid terms such as “over here/there” or identifying objects based on colour.

·       Use small group co-operative learning strategies often, to facilitate inclusion of the student.

·       Use tactile aids whenever possible. Include both tactile diagrams and more concrete 3- dimensional models if necessary.

 

COURSE APPENDIX A  (Continued)

 

·       Large print or Braille must be made available for the student. Ensure that teaching materials for the student are ready on time for the class being taught. Materials one day late will exclude the student from that day’s lesson and therefore one day of learning.

·       Where overhead notes or diagrams have been prepared in advance for the lesson, ensure that the student receives a copy in large print or Braille prior to the class, so that they may follow along during the instructional time.

·       Give additional time for tests, approximately 1 and 1/2 to 2 times the recommended time allotted for sighted students

·       Expect high quality work from the student, however adjust the quantity.

·       Allow for a variety of instruments, e.g., Braille or tape for the student to receive information and produce results.

·       Encourage use of the computer for the production of homework, assignments, etc., as this will be the student’s primary mode of written communication with sighted individuals.

·       Where alternate activities need to replace visual activities, consider changing the activity for all or half of the class. This will decrease segregation of the student while providing additional learning opportunities for the remainder of the class.

·       Watch for “visual words” (for example: hazy) contained within writing activities, stories or novels. Ensure understanding by vocabulary checks and encouraging the student to ask whenever there is a term that is not clearly understood.

·       Classroom lighting is a necessary consideration for many students with low vision. Light from windows, overhead lighting, and/or glare on the blackboard, may affect visual functioning.

·       The student should have a desk located in the most suitable region of the room for their specific needs. This location will vary depending on eye condition, peripheral vision, and visual acuity.

·       Orientation around the classroom in reference to the doorway, the student’s and teacher’s desk, or other key reference points should occur, preferably before the beginning of the year. Maintain the location of objects in the classroom or if change is necessary, inform the student.

Editing the student’s work

·       Peer editing is both socially and academically necessary for students who use Braille, however the logistics of this can be difficult for individuals who are not familiar with this medium of written communication. Whenever peer or teacher assisted editing takes place, it is helpful if the student using Braille produces two copies of their work – one in print and one in Braille. This is easily accomplished with little time investment if completed on a computer with access to a Braille printer.

·       The peer or teacher editor will then review the print copy, with the Braille-using student following along in Braille. Whenever errors are encountered, the Braille user may gently press down dots over the word causing difficulty, and can revise their work on the computer. For more significant grammatical errors, the student could Braille the paragraph and sentence number, with a brief description of the error. For example: p3, s2, run-on, indicates that the 2nd sentence in paragraph 3 is a run-on sentence and must be revised

Deaf and hard of hearing

·       Pre-teach any new concepts and vocabulary.

·       The student should keep a glossary of new vocabulary, including idioms. Include an accompanying sentence and/or a simple definition. Give students using ASL the correct way to sign new vocabulary. Assist students with some speech with the proper pronunciation of new vocabulary.

·       Refer to the Language and Writing Process appendices at the end of this course. These learning strategies should become an integral part of the student’s program.

·       Allow more time to complete each unit.

·       Ensure all videos are closed-captioned.

·       Use a variety of question forms to give student practise in responding and understanding what is expected in the answer.

·       Examples (all require a similar response)

·       Give reasons for your answer

·       Use text references

·       Support your answer

·       Explain, using references

·       Provide details from the book

·       Before beginning an assignment, ask the student to repeat the instructions to make sure that expectations are clearly understood.

·       Allow more time for the editing process of all creative writing assignments. Students generally require more drafts before work is ready to publish. Encourage self-editing. Students are usually aware of their language weaknesses and tend to expect the teacher to “fix” their work.

·       Help students prepare for presentations. Hard-of-hearing students in an integrated setting tend to feel self-conscious about presenting in front of their peers. To promote success make sure the student’s work is relatively free of errors so he won’t be embarrassed by mistakes, make sure he is well prepared and allow time for the student to practise the presentation either with the teacher, with the parents or a supportive classmate.

 

 

Appendix B

Language:  Vocabulary, Grammar, Usage, Spelling, Punctuation and Writing Process Appendices

Introduction

The following appendices contain teaching/learning strategies to improve student skills in vocabulary building, grammar, usage and spelling, as well as the writing process. For these activities to be purposeful they need to be integrated into all units.

Vocabulary Building

The teacher selects a limited number of vocabulary terms that can be assimilated by the student at one time. The words are related to the key concepts or themes found within the units of study.

Vocabulary Glossary

The concept of a course-long glossary is at the heart of these extension activities. Whenever a vocabulary word appears in the literature being studied or is otherwise introduced by the teacher, the student copies the word and appropriate definition into a special glossary section of his/her binder. The student adds to the glossary throughout the course, building a collection of the new vocabulary and spelling words.

Vocabulary Concept Map 1, (Language Appendix 1.1)

Vocabulary Concept Map 2 (Language Appendix 1.2)

(good for technical terms)

Frayer Model (Language Appendix 1.3)

The Frayer Model asks four key questions:

Vocabulary Visualization Recall Strategy: (Appendix 1.4)

After students develop a concept map, they should experiment using the word in a sentence. Students will next connect the vocabulary term with something they will remember. This may mean drawing a picture of what the word means, performing a mime action or connecting the word with something the student has heard, e.g., a song, a poem, news report or saying.

Vocabulary Study Skills (SSCD) (Appendix 1.5)

SSCD: Sound clues, Structure clues, Context clues, and Dictionary used. The student is guided through this process to help him/her improve vocabulary skills. The ultimate goal is to have students internally ask themselves questions that will provide clues as to the meaning of words.

Vocabulary Story: Vocabulary, Grammar, Usage (Appendix 1.6)

An activity to practise vocabulary can be done by creating a story out of the current list of vocabulary words. For instance, the student/class/teacher develops a list of vocabulary words from whatever text is being studied in the activity. This list is then put on the board. Students are instructed to use all of these words to create a narrative. Students are encouraged to be as comic, odd or otherwise colourful, as possible.

Go Ahead, Guess: Vocabulary, Grammar, Usage (Appendix 1.7)

This is a variation on Vocabulary Story. Before reading a text to the class, select several new terms. The teacher will group the terms according to the parts of speech.

·       The teacher models how some of the words can be combined to form a sentence.

·       In pairs or individually, students attempt to form their own sentences.

·       After presenting their sentences to the class, students predict what the story or informational text contains.

·       After the text is read students examine how the author chooses to use the word and compare it to their sentence invention.

Vocabulary Crossword Puzzle (Appendix 1.8)

The students create a crossword puzzle. Assign one or more chapters to the class, select an appropriate number of words (usually between 10 and 20) and provide a dictionary that corresponds to the skill level of the students. Issue each student two blank grids to allow for a rough and good copy.

Cloze Paragraphs: Vocabulary, Grammar, Usage (Appendix 1.9)

Students create a cloze exercise of a passage or a chapter that incorporates grammar review. Have them begin by composing a summary of the assigned reading. Once this is completed, the student is told to remove words from the text that represent parts of speech. For instance, the student would be told to leave blank five nouns, five verbs, and five adjectives from the writing.

When this summary is rewritten in its final draft, each underlined part of speech is left blank. An answer box at the bottom of the page can provide the word clues for another student to complete the cloze summary.

Vocabulary Scrabble (Appendix 1.10)

A sort of “vocabulary scrabble” can be played to review spelling, vocabulary, and dictionary skills. Assign various points to each letter of the alphabet, with the less used letters being worth more points. The game itself involves students trying to compose vocabulary words. As a spelling exercise, this encourages students to attempt the more ambitious vocabulary items. As a dictionary exercise, students are encouraged to roam the dictionary freely, attempting to find “high scoring” vocabulary items.

License Plate Vocabulary (Appendix 1.11)

Have students play a “license plate” game where they are given a set of six or seven letters and create as many words as possible from them.

Word Wall (Appendix 1.12)

A word wall is simply a bulletin board or other such space that displays the current list of words being reviewed for spelling or vocabulary. These words are displayed prominently in the classroom where students can refer to them as the need arises.

Flash Card (Appendix 1.13)

Vocabulary flash cards contain the word itself on one side and the definition of it on the other side. These can be used for quick and frequent review.

Semantic Mapping (Appendix 1.14)

The teacher presents a term or subject to the class. Collectively, at first, students and teachers brainstorm as many terms as possible that are related to the initial term. In small groups the class categorizes the terms. Students can perform an “open” sort where they determine the categories or a “closed” sort where the teacher provides the categories.

Spelling Baseball (Appendix 1.15)

A variation on the spelling bee is spelling baseball. The class is divided into two teams and a baseball field is drawn on the board. The team that is “batting” selects a student who steps up to the plate to spell the word. If the word is spelled correctly, the player gets on base. The teacher can play the role of umpire, awarding first base, second base, a triple, or a home run depending on the difficulty of the word. When three students on the batting team spell their word incorrectly, and strike out, the side is retired and the other team steps up to the plate. The teacher needs to be mindful of each student’s spelling ability to ensure success. Another variation is to have students use dictionaries and time how quickly they can look up the spelling of a word.

KWL (Appendix 1.16)

Students may use a KWLH chart to analyse a particular idea or concept and plan how to find out more.

Learning the Vocabulary of Grammar (appendix 1.17)

·       Explain that grammatical terms provide a common language for discussing and analysing language. Just as a car mechanic uses a specialized language to discuss the mechanics of a car, the student of English needs a language to discuss the mechanics of writing.

·       Take an inventory of the grammatical knowledge in the class by means of a diagnostic quiz. The quiz can take the form of a matching column exercise.

·       As an ongoing activity which spans the entire course, students should complete the table listed below under the direction of the teacher. Students are encouraged to find examples in their own writing to illustrate the various terms on the chart.

 

 

·       Present examples of various types of sentences, including simple sentences, compound sentences, and complex sentences drawn from the literature students are studying.

·       Demonstrate the difference between a sentence and a fragment by pointing out the key features of a sentence (e.g.,, a sentence has two essential elements: subject and predicate).

·       Distinguish the key grammatical features of each type of sentence.

·       Group students into pairs and instruct them to find five examples of each type of sentence from the literature or informational texts they are reading.

·       Give students a series of simple sentences. Students are given the task of combining simple sentences into compound sentences. Alternately, give students a list of compound sentences and they have the task of transforming compound sentences into simple sentences.

·       Identify the subject and predicate of a sentence and explain that these two must agree in number, i.e., singular subject, singular verb; plural subject, plural verb.

·       Group students into pairs and instruct them to find five examples of subject and predicate. The examples should be entered into their grammar glossaries.

·       Once students have mastered the concept of subject and predicate, the teacher identifies object, subjective completion, main clause, subordinate clause, and prepositional phrase.

·       Group students into pairs and instruct them to find five examples of each of the following: object, subjective completion, main clause, subordinate clause, and prepositional phrase. Students enter examples in their grammar glossary.

Development Checklist (Language Appendix 1.18)

The Writing Process Appendix 2.01a

The Writing Process (Teacher Instruction)

 

Language Appendix 2.01b

Mini-Lesson: Anatomy of a Paragraph: Topic Sentence, The Body, Concluding Sentence

·       Distribute a series of model paragraphs to the class. The paragraphs are to be topical and of interest to the students. As well, the paragraphs reflect a diversity of styles.

·       Ask students how the model paragraphs are similar in structure.

·       Ask students to identify the topic sentences, the body, and the concluding sentence.

·       Hand out a list of paragraphs with the topic sentences removed. Students write what they believe the topic sentence to be.

·       Hand out a copy of a paragraph with the concluding sentence removed. Students compose an appropriate response.

·       Finally, students are given a list of topic sentences, and for each topic sentence, students write a paragraph body and concluding sentence.

·       To finish the exercise, show students the topic sentences in the original paragraphs.

The following two checklists can be used by the teacher or peer mentor to help the student craft their report or journal. The first checklist 2.02 is more general while the second 2.03 is more specific.

Language Appendix 2.02

Student Checklist for Writing Process: Report or Reflection

Name_________

Mentor_________

Topic___________

 

 

Appendix 2.03

Report Checklist

Read your report aloud and listen for clarity of expression and necessary punctuation signals. Some errors are more easily heard than seen.

 

Appendix 3.01

Punctuation and Capitalization

·       Explain that there are essentially two categories of punctuation: end punctuation and internal punctuation.

·       Demonstrate the use of each of the types of punctuation, using examples from the literature and informational texts under study as well as the students’ writing.

·       Review the rules of capitalization using examples from students' writing and the literature and informational texts under study.

·       Give students a paragraph in which the punctuation and capitalization are omitted. Ask students to punctuate and capitalize the paragraph.

·       Give students a set of poems in which the punctuation and capitalization are omitted and ask students to punctuate and capitalize the poem.

·       Give students a scene from a play in which the punctuation and capitalization are omitted and ask them to punctuate and capitalize the scene.

Language Appendix 3.02

Spelling

·       Review standard spelling rules and provide a concise list of these rules including sound patterns, meaning patterns, and function patterns. (Page 225, Reading and Writing for Success: Harcourt & Brace)

·       Present sets of homonyms and distinguish each word in the set by meaning and spelling. Students include this list in their spelling glossary.

·       Then present students with “the horrible hundred”, a list of commonly misspelled words.

·       Explain that the spelling of a word is often the key to its etymology. Once students understand the origins of words, they are able to expand their vocabulary.

·       Deliver a brief lesson on the dictionary as an etymological tool. Give students a series of words and have them research the etymology of the words on their list using their dictionaries.

·       Stress that dictionaries and electronic spell checkers are indispensable tools for attaining spelling accuracy in the writing process.

·       Explain that the degree of formality in writing and speaking is dependent upon the intended audience and purpose for writing and speaking.

·       Give students a series of questions:

·       What type of language would you use in a valedictory address?

·       What type of language would a soccer coach use with a team before a championship game?

·       What type of language would you use when writing a letter of application?

·       What type of language would you use when writing a letter to your best friend?

·       Explain that slang, jargon, and colloquialisms are all acceptable in the appropriate context and that expository writing demands objectivity and formality.

Resources

Bridges (Prentice Hall)

The Elements of Style (Prentice Hall)

Language and Writing (Nelson)

Language to Go (Nelson)

Reading and Writing for Success (Harcourt Brace)

ResourceLines (Prentice Hall)

Write Source 2000 (Houghton Mifflin)

Young Writer’s Handbook (Nelson)

 

 

Coded Expectations, Locally Developed English, Grade 10 - Catholic

Literature Studies and Reading

Overall Expectation:  Understanding the Meaning of Texts

LRV.01

–   select, read, and demonstrate an understanding of a variety of literary and informational texts which are meaningful to self and community to locate and explain information, ideas, and issues.

Specific Expectations

LR1.01

–   use a variety of strategies to record and organize information they have located in a variety of different texts (e.g., compare/contrast charts, cause/effect graphs, timelines);

LR1.02

–   set personal goals for reading (e.g., to improve speed and comprehension, to increase time on task, to read a new genre);

LR1.03

–   read texts for a variety of purposes, including: extending knowledge of different genres; reading for personal purposes; gaining information for writing and discussion (e.g., to gather and share information on future careers);

LR1.04

–   identify and explain information, ideas, and issues in texts (e.g., issues of social justice in popular songs or articles);

LR1.05

–   select and apply the appropriate strategy from a growing repertoire of reading strategies to deepen understanding of particular texts (e.g., set a purpose for reading, adjust reading style [skimming or scanning], self-question while reading);

LR1.06

–   use their understanding of the features of texts to locate information and show relationships between ideas (e.g., margin notes which summarize key ideas, headings and subheadings which give the main idea, underlining of words on web pages to point to links);

LR1.07

–   demonstrate understanding of text by: citing explicit information; making inferences; using evidence from a text to support judgements and conclusions, interpreting charts and diagrams);

LR1.08

–   respond to texts they have read, respectfully comparing their own ideas, values, and opinions to others’ (e.g., Response Journals, used as the basis for reflection and small-group sharing);

LR1.09

–   explain how their personal values and beliefs influence the way they understand and interpret texts.

Overall Expectation:  Understanding the Forms of Texts

LRV.02

–   demonstrate understanding of key literary and informational text forms, including novels, poems, and magazine feature articles, and editorials.

Specific Expectations

LR2.01

–   describe the common elements of key literary text forms, including novels, short stories, poetry and plays (e.g., setting, conflict, characters, plot, theme) and compare some key differences (e.g., one plot in short stories, but subplots in novels and longer plays; limited setting and characters in short stories);

LR2.02

–   compare and contrast the elements of key informational text forms, including newspaper articles, magazine feature articles, and editorials (e.g., newspaper articles state facts, while editorials support opinions).

Overall Expectation:  Understanding the Elements of Style

LRV.03

–   identify and explain the effect of key elements of style in a variety of literary and informational texts.

Specific Expectations

LR3.01

–   identify and describe how and why authors choose to use language and words different literary and informational texts. (e.g., short sentences create clarity in informational texts; powerful verbs create action and suspense in a short story);

LR3.02

–   identify stylistic devices such simile, metaphor, personification, and foreshadowing;

LR3.03

–   explain how authors and editors use design features (e.g., margin notes, titles, “nuggets” of information, headings, graphics) to organize information in texts.

Writing

Overall Expectation:  Generating Ideas and Gathering Information

WRV.01

–   use a variety of print and electronic sources to gather information, generate, and develop ideas for personal, social, and school-related purposes.

Specific Expectations

WR1.01

–   use a variety of strategies, including identifying the purpose for writing, formulating questions, and generating lists of potential topics (e.g., brainstorm lists, semantic webs, mind-maps);

WR1.02

–   create a plan to research/gather information on an identified topic;

WR1.03

–   record information from print and electronic sources in a variety of ways (e.g., information in visual/graphic organizers; impressions/reflections in personal journals; photos, illustrations, sound clips in visual/oral journals);

WR1.04

–   categorize and classify information (e.g., use of headings and subheadings, compare/contrast charts, visual organizers);

WR1.05

–   examine information and ideas, making decisions as to whether the information is relevant and sufficient to develop the topic.

Overall Expectation:  Choosing the Form to Suit the Purpose and Audience

WRV.02

–   identify, select and use the literary and informational forms that support the writer’s purpose and audience.

Specific Expectations

WR2.01

–   select and use the appropriate forms of writing to suit their purpose and audience;

WR2.02

–   use literary and informational texts as models to write for their own specific purposes and audiences;

WR2.03

–   select and use the appropriate point of view to suit their purpose and audience (e.g., first person in a letter to the editor, second person for instructions to a new user of pagers, third person in a biography);

WR2.04

–   use the appropriate level of language to suit the purpose and audience (e.g., simple words and sentences in a children’s story, contemporary colloquil language words in a persuasive argument for peers.

Overall Expectation:  Organizing Ideas and Information in Written Work

WRV.03

–   use a variety of organizational structures and patterns to produce writing.

Specific Expectations

WR3.01

–   identify and select the appropriate organizational plan to structure written work (e.g., chronological order, order by example, least to most important, compare/contrast);

WR3.02

–   develop and organize descriptive paragraphs (e.g., pattern detail around the five senses; describe, using spatial detail, the route to a destination);

WR3.03

–   use key words in questions to organize information and ideas in homework answers, using quotations (direct and indirect) to support opinions and judgements;

WR3.04

–   structure expository paragraphs with a clear topic sentence, supporting sentences, and concluding sentence;

WR3.05

–   use an outline to organize ideas in the body of a report (e.g., group ideas by means of headings to show cause/effect, order of importance, chronological order);

WR3.06

–   structure the report to demonstrate clear divisions between introduction, body, and conclusion.

Overall Expectation:  Revising Drafts

WRV.04

–   revise written work both collaboratively and independently with a focus on clarity, competency and accuracy of information.

Specific Expectation

WR4.01

–   use a variety of strategies to revise written work (e.g., read the work aloud to self or another; select from a list of transition words and phrases to link ideas; use a checklist to examine the content for clarity, completeness, consistent tense, and point of view);

WR4.02

–   confer with teacher, peers, and mentors, and use feedback to produce writing which is complete, organized, and clear.

Overall Expectation:  Editing, Proofreading, and Publishing

WRV.05

–   use strategies for editing and proofreading with an emphasis on the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as appropriate.

Specific Expectations

WR5.01

–   use quotation marks to identify the words and phrases that they have taken directly from authors’ works;

WR5.02

–   produce, format and publish written work using the appropriate technology to share writing with intended audiences;

WR5.03

–   set personal goals for improving writing;

WR5.04

–   use a variety of strategies to edit and proofread writing, identifying and correcting errors according to the following requirements for grammar, spelling and punctuation.

Grammar and usage “a”

WR5.04 ai

–   identify parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions, to enable them to correct errors in their own writing;

WR5.04 aii

–   use their knowledge of sentence structure to write complete, correct sentences (subject, object, predicate, subordinate and principal clauses);

WR5.04 aiii

–   use a variety of sentence types (simple, compound, and complex);

WR5.04 aiv

–   make compound subjects agree with their verbs;

WR5.04 aiv

–   make nouns and pronouns agree in number and gender;

WR5.05 av

–   use consistent verb tense in narrative and expository writing.

Spelling “b”

WR5.04 bi

–   demonstrate understanding of an increasing number of spelling patterns and rules by identifying and correcting their spelling errors;

WR5.04 bii

–   spell homophones and commonly-confused words correctly (e.g., hear/here; affect/effect);

WR5.04 biii

–   use the apostrophe correctly in contractions and possessives (e.g., its/it’s; there/their/they’re; who’s/whose; could’ve, not could of);

WR5.04 biv

–   use a variety of spelling resources to improve spelling (e.g., spell-checkers or dictionaries).

Punctuation “c”

WR5.04 ci

–   use punctuation correctly in their writing, including the period, question mark, exclamation mark, comma, colon, and quotation marks.

LANGUAGE

Overall Expectation:  Developing Vocabulary and Knowledge of Language Structures and Conventions

LAV.01

–   use knowledge of language conventions and vocabulary to write and speak correctly and appropriately, in formal and informal situations.

Specific Expectations

LA1.01

–   use a range of strategies to extend vocabulary, including word-building strategies (e.g., building strategies (e.g., building on root words using suffixes and prefixes) and use of a thesaurus (print or electronic);

LA1.02

–   use Response Journals to note, record, and define interesting words from personal reading, class reading and texts read aloud;

LA1.03

–   describe the impact of using different words and expressions in a variety of social contexts (e.g., contemporary colloquial language in advertising; language use that escalates or reduces conflict in dramas or television shows);

LA1.04

–   use language while working with groups which furthers positive interaction and accomplishment of the task, with a focus on clear, accurate, and appropriate communication;

LA1.05

–   describe and use in writing the specialized vocabulary of the workplace (e.g., applications, resumes, letters of inquiry to gather information about future careers);

LA1.06

–   recognize and use correctly, in oral and written communications, the language structures of standard Canadian English and its conventions of spelling, grammar, and punctuation, as specified in this course.

Overall Expectation:  Developing Listening and Speaking Skills

LAV.02

–   use listening techniques and oral communication skills to participate in formal and informal discussions, with an emphasis on active participation and co-operation.

Specific Expectations

LA2.01

–   use a variety of listening and speaking strategies to accomplish tasks in small groups (e.g., listen to instructions; ask questions to clarify the task; listen to the ideas of others; record ideas from discussion; speak respectfully, in turn, using appropriate language);

LA2.02

–   demonstrate key social skills which contribute to successful group work (e.g., following instructions; staying on task, giving ideas and information, asking others for ideas and information, disagreeing in an agreeable way, supporting opinions with reasons, contributing to completion of the task);

LA2.03

–   demonstrate appropriate listening behaviours in large groups (e.g., not talking, looking at speaker as appropriate, note-taking);

LA2.04

–   demonstrate appropriate speaking skills in large groups (e.g., following classroom rules for speaking in turn, framing answers in complete sentences when appropriate, asking questions to seek clarification, disagreeing with others in an agreeable way);

LA2.05

–   use techniques of effective oral communication (e.g., rehearse from written notes prior to presentation; speak clearly, in complete sentences, with an audible voice; identify topic and purpose for speaking; maintain eye contact with audience) to make short presentations to the class or small groups, as appropriate to their confidence;

LA2.06

–   set goals for improving listening and speaking skills.

MEDIA

Overall Expectation:  Analysing Media and Media Works

MEV.01

–   describe and analyse the media forms, intended audiences, and production practices of key media works.

Specific Expectations

ME1.01

–   demonstrate critical thinking skills by identifying explicit and implicit messages in key media works (e.g., compare how people of different groups or genders are portrayed in magazines, television shows, films, and advertising);

ME1.02

–   describe the key elements of a variety of media forms (e.g., daytime dramas; action-adventure movies; radio broadcasts; magazine ads);

ME1.03

–   identify the techniques used in key media works (e.g., camera techniques which contribute to the power relationships in a drama, visual elements which create suspense, sound effects in radio dramas);

ME1.04

–   explain possible ways that media works influence audience behaviour (e.g., how the portrayals of teenage girls in fashion magazines may influence what they buy, the effects of music videos on teenagers’ perceptions of social justice);

ME1.05

–   describe the relationship between key media works and production practices (e.g., examine ads for video games from different media to determine the intended audience and the techniques employed to appeal to that audience).

Overall Expectation:  Creating Media Works

MEV.02

–   apply understanding of the relationships between the form, purpose, audience and production to collaboratively create media works.

Specific Expectations

ME2.01

–   collaboratively design and create a media work based on the issues and theme of this course (e.g., use a storyboard to design a public-service commercial for peers, use script and sound effects to create an announcement over the school PA system for an up-coming event, create a video or audio how-to manual, create a multi-media welcome and orientation for students new to the school or community);

ME2.02

–   describe and explain the choices made in the design and production of a media work (e.g., decision chart, media response journal).

 

 

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

 

 

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