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Course Profile
International Languages (Italian), Level 3, University Preparation,
Catholic
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development 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 reflects only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsements by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
Ó Queen’s Printer for Ontario, 2001
Catholic Curriculum Cooperative Writing Partnership – International Languages (Italian), Level 3, University Preparation
Lead Board
Barry Elliott, Project Manager, Windsor Essex Catholic District School Board
Sandra Pagliaroli, Lead Writer, Windsor Essex Catholic District School Board
Course Developers
Loreta Gabr, Windsor Essex Catholic District School Board
Silvana Patella, Windsor Essex Catholic District School Board
Internal Reviewers
Luigi Di Fazio, Windsor Essex Catholic District School Board
Father Peter Hrystk, Religious Advisor, Windsor Essex Catholic District School Board
Ann Wilkie, Accommodations, Windsor Essex Catholic District School Board
Dr. Berislav Primorac, Classical and Modern Languages, University of Windsor
Eastern Ontario Catholic Curriculum Cooperative
Institute for Catholic Education
Course Overview
International Languages (Italian), Level 3, University Preparation, LWICU
This course allows students opportunities to further develop their knowledge of the Italian language, to enhance their communication skills, and to use increasingly sophisticated vocabulary in order to speak and write with clarity and accuracy. Students build and apply knowledge of Italian while exploring a variety of themes, such as art, music, traditions, and peoples that make up the Italian mosaic. Students also enhance their thinking skills through critical study of literature. They continue to explore aspects of the countries where this language is spoken using a variety of print and technological resources.
The study of the Italian language helps students become effective communicators; more reflective, critical, and creative thinkers; as well as discerning believers. The graduate will respect and affirm the diversity and interdependence of the world’s peoples and cultures. As a life long learner and responsible citizen, the graduate will also be able to make appropriate decisions in light of Gospel and Church teachings.
|
Unit 1 |
C’era una volta… |
16 hours |
|
* Unit 2 |
Ricordi e pensieri |
28 hours |
|
Unit 3 |
Che fortuna! |
21 hours |
|
Unit 4 |
Sani e salvi! |
23 hours |
|
Unit 5 |
Prima di tutto la cortesia! |
22 hours |
* This unit is fully developed in this Course Profile.
Time: 16 hours
This unit provides students with a comprehensive review of Italian Level 2, Academic. Students create a pictionary booklet and an interview of I nostri antenati. They are exposed to the study of legends (particularly Italian and Canadian), favole, parables, stories of saints’ lives, and fairy tales as an introduction to the imperfetto. The unit activities lay the foundation for recognition that there is more grace in our world than sin and that hope is essential in facing all challenges.
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1 |
LIV.01, WRV.01 LI1.01 WR1.01,.04 CGE2b,5a,5g |
Knowledge/ Understanding Application |
Uno sguardo
all’infanzia - Ripassare il
vocabolario dell’infanzia ed insegnare il vocabolario della gioventù - Ripassare i nomi,
gli articoli, il genere ed il partitivo - Preparare un
dizionario illustrato |
|
2 |
L1V.01, SPV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 WR1.01,.04 CGE2c,4a,5g,6a,6c |
Thinking/ Inquiry Communication Application |
I nostri antenati - Ripassare gli
aggettivi possessivi ed il vocabolario della famiglia - Insegnare i pronomi
possessivi ed il passato prossimo - Preparare un
questionario diretto ed intervistare in italiano un anziano |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01, LI1.02 SP1.01,.02,.03 RE1.01,.02,.04 WR1.01,.02,.03,.04 CGE1d,1j,3a,3d, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Notizie Varie - Commento sugli articoli giornalistici - Continuare lo studio del passato prossimo - Presentare una telecronaca o una radiocronaca
(registrata) |
|
4 |
LIV.01, REV.01, WRV.01 LI1.02,.03 RE1.01,.02,.03,.05 WR1.01,.02,.04,.05 CGE1j,2a,2b,3a,4g, |
Knowledge/ Understanding Thinking/ Inquiry |
Studio delle Favole/Fiabe/Leggende particolarmente quelle
italiane e quelle indigene del Canadà e lo studio delle prabole - Insegnare ed usare l’ imperfetto - Scrivere un paragrafo per completare una
favola/leggenda - Paragonare la favola/fiaba/leggenda italiana a
quella canadese |
|
5 |
LIV.01, REV.01, WRV.01 LI1.03 RE1.01,.03,.05 WR1.01,.02,.03,.04,.05 CGE2b,3a,3b,4a,4c,4g, |
Knowledge/ Understanding Thinking/ Inquiry Application |
Creare la propria favola/fiaba/leggenda originale
usando il passato prossimo e l’imperfetto - Contrastare l’uso del passato prossimo e
l’imperfetto |
|
6 |
LIV.01, SPV.01, REV.01 LI1.02 SP1.01,.02,.03,.04 RE1.02,.05 CGE2b,2c,3a,4a,4c, |
Communication Application |
Le nostre fiabe - Presentazione orale/videografica della favola/fiaba/leggenda
originale |
Time: 28 hours
Students honour and appreciate the development of Italian and Italo-Canadian cultures through the various arts (music, literature, art) and science and religion. Through the study of influential Italian men and women in Italy and in Canada, students integrate Catholic faith traditions while enhancing their knowledge and understanding of the lives of all Italians throughout history.
|
Cluster |
Learning
Expectations |
Assessment |
Focus |
|
1 |
LIV.01, REV.01, WRV.01 LI1.01,.02 RE1.01,.02,.04,.05 WR1.01,.02,.03,.04 CGE1a,1e,1h,1i,2a,2c, |
Knowledge/ Understanding Thinking/ Inquiry Application |
Storia di Musica ed Arti in Italia e la loro
importanza nell’ ambiente italiano ed italo-canadese - Ripassare le forme singolari e plurali dei nomi
regolari ed irregolari - Insegnare il vocabolario collegato alla musica ed
alle arti (presentazione di diapositive e di musica) |
|
2 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.02,.03,.04 RE1.01,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,1i,2a,2b, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Uno sguardo sull’arte italiana - Ripassare il passato prossimo, l’uso
dell’imperfetto e gli aggettivi dimostrativi - Insegnare i pronomi relativi - Insegnare ed usare il passato remoto - Presentare l’arte italiana con diapositive o in “PowerPoint” - Fare ricerche tecnologiche dell’arte italiana - Creare una radiocronaca/telecronaca sull’arte
italiana |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3a,3b,4b, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Breve studio della letteratura italiana - Ripassare il complemento oggetto diretto, insegnare
quello indiretto ed i pronomi doppi - Insegnare i pronomi disgiuntivi - Breve studio della Commedia dell’Arte, le novelle,
le poesie, i drammi, ecc. - Preparare una recita che dimostri personaggi della
Commedia dell’Arte oppure un’intervista |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3b,4b,5a,5e,5f, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Gli italiani/gli italo-canadesi - Ricerca scritta ed orale su uno scrittore, un
cantante, un poeta, uno scienziato, un compositore, un artista, un musicista
o santo/a italiano/a o italo-canadese ed il loro contributo alla cultura
canadese/italo-canadese |
|
5 |
LIV.01, SPV.01, REV.01,
WRV.01 LI1.02, .03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05
WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,2a,2b,2e, |
Communication Application |
Il caffè degli artisti
ed illustri - Continuare lo studio
dei pronomi doppi - Creare un caffè
degli artisiti ed illustri - Presentazione orale
della recita preparata in Attività 2, 3, o 4 |
Time: 21 hours
Students appreciate the cultural mosaic of Italy’s different regions while exploring different forms of traditions and customs of the Italian people. The geographical and cultural comparison between Canada and Italy allows students to respect historical and cultural differences in today’s changing world. Equality, democracy and solidarity, as witnessed in Catholic social teaching, are promoted through students’ research.
|
Cluster |
Learning
Expectations |
Assessment |
Focus |
|
1 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.02,.04,.05 CGE4c,5a,7g |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Agenzia Viaggi - Insegnare il vocabolario collegato a un’agenzia
viaggi - Creare e presentare oralmente un dialogo/una
scenetta basata su questo soggetto |
|
2 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01 SP1.01,.02,.03,.04 RE1.02,.05 WR1.02,.05 CGE2a,3c,3f,4b,4c,4f, |
Knowledge/ Understanding Thinking/ Inquiry Communication |
Paragonare l’Italia ed il Canadà (le province, la
geografia, ecc.) - Insegnare il positivo, il comparativo ed il
superlativo degli aggettivi regolari ed irregolari - Discussione in classe, usando vari mezzi
audiovisivi - Creare una presentazione di diapositive o in “PowerPoint”
sull’Italia ed il Canadà con musica |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.04,.05 WR1.01,.02,.04,.05 CGE1b,1h,2c,4a,5a, |
Thinking/ Inquiry Communication Application |
Tradizioni, Superstizioni e Gesti - Insegnare il futuro semplice - Creare un dialogo video registrato/audio registrato
su una tradizione, superstizione, i gesti italiani oppure su una visita a un
mistico (i.e., Padre Pio, San Francesco di Assisi) |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02 SP1.01,.02,.03,.04 RE1.01,.02,.04,.05 WR1.01,.02,.03,.04,.05 CGE2b,2e,3a,3e, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Le regioni d’Italia - Fare una ricerca
dettagliata di una regione italiana - Presentazione orale
e per iscritto - Usare il computer e
l’Internet |
|
5 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.05 WR1.01,.03,.04,.05 CGE1f,2b,3f,4f,5g,7g |
Knowledge/ Understanding Communication Application |
Album Turistico - Presentazione video registrata dei programmi di
viaggio previsti dagli studenti oppure un dialogo stile televisivo “Carramba
che fortuna” nel quale si vincerà un’audienza speciale con il Papa al
Vaticano. |
Time: 23 hours
Students explore health through the world of gastronomy, fashion, and medicine of the Mediterrranean region. Life is presented as a gift from God. Through various Canadian and Italian magazines, newspaper publications, and the Internet, students learn to protect and cherish the variety of opportunities in leisure and fitness for a well-balanced healthy lifestyle. Activities include the creation of a Healthy Living Guide, a Health Talk Show, a menu or story outlining what students would serve to a fictional or historical character.
|
Cluster |
Learning
Expectations |
Assessment |
Focus |
|
1 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.01,.02,.03 RE1.01,.02,.04 WR1.01,.03,.04 CGE1c,1j,2a, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
La bellezza e la vanità nelle riviste, nei giornali e
nell’Internet - Ripasso delle congiunzioni e del vocabolario del
corpo umano - Insegnare/usare il vocabolario della salute - Creare una rivista bellezza uomo/donna (attività
collaborativa) con enfasi sulla salute |
|
2 |
LIV.01, SPV.01, WRV.01 LI1.01,.02 SP1.01,.03 WR1.01,.02,.04 CGE1d,1e,2c, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Prepararsi per una visita medica - Ripassare i verbi riflessivi e reciproci ed i
pronomi riflessivi - Presentazione orale di una scenetta dal medico in
Italia o in Canadà usando i verbi riflessivi |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.03 RE1.04 WR1.01,.02,.04 CGE2c,3e,4a,5a,7d |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
La Cucina Italiana
Sana - Insegnare/usare il
condizionale presente - Cosa servirebbe
a………? (Cenerentola/un personaggio storico/un Italo-Canadese, ecc.) - Creare un menù o un
aneddoto sulla cucina italiana |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.03 RE1.01,.02,.04 WR1.01,.03,.04 CGE2c,3f,4a |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Un annuncio pubblicitario - Creare un annuncio pubblicitario per il giornale di
un prodotto esistente o inventato (nomi, usi, vantaggi, prezzi, ecc.) e
presentarlo in classe - Usare strutture gramaticali già imparate |
|
5 |
REV.01, WRV.01 RE1.01,.02,.04 WR1.01,.02,.03,.04 CGE1c,1d,1e,1i,1j, |
Knowledge/ Understanding Thinking/ Inquiry Application |
Creare una Guida Manuale sul Benessere/Salute nell’
ambiente canadese - Usare i verbi riflessivi ed il condizionale
presente |
|
6 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03 RE1.02 WR1.01,.02,.03,.04 CGE1d,1i,1j,2a,2c, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
La salute ed il tempo libero - Creare e presentare oralmente un programma di
colloquio (talk show) su un tema di salute o di benessere oppure fare una
drammatizzazione libera (i.e., parlare al telefono, fare, accettare,
rifiutare le proposte per il tempo libero) |
Time: 22 hours
The exploration of career opportunities in Italy/Canada is presented. Students write curriculum vitae, fill out applications, and search for jobs through the Internet, newspapers, and other job postings. They are encouraged to discover the values and rewards of volunteer work. Students are made aware of their rights and responsibilities as Canadian citizens. Students learn to respect and appreciate the importance of language and contributions of others in the world of work while exercising Christian leadership.
|
Cluster |
Learning Expectations |
Assessment |
Focus |
|
1 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.02,.03,.04 RE1.01,.04,.05 WR1.01,.03,.05 CGE1g,1h,1i,2d,3f, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Un’occhiata alle
professioni e carriere in Italia/Canadà - Insegnare il
vocabolario del mondo del lavoro - Discussione tipo
“tavola rotonda” - Usare il giornale
scritto ed elettronico |
|
2 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.02 SP1.01,.02,.03,.04 RE1.02 WR1.01,.02,.04 CGE4c,4d,4f |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Quale mestiere…….il cuoco? - Insegnare l’imperativo affirmativo/negativo
con/senza pronomi - Insegnare una ricetta - Presentazione orale di una ricetta italiana
tradizionale |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.03 SP1.01,.02,.03 RE1.02,.04 WR1.01,.02,.04 CGE2a,2c,5d,5e |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Un sondaggio sui lavori - Insegnare gli avverbi regolari ed irregolari, il
comparativo ed il superlativo - Preparare un sondaggio e fare un rapporto sul
sondaggio con conclusioni |
|
4 |
LIV.01, REV.01, WRV.01 LI1.01 RE1.01,.02,.04 WR1.01,.03,.04 CGE3d,4g,5b,5c,5h, |
Knowledge/ Understanding Thinking/ Inquiry Application |
Creare una lettera di raccomandazione - Insegnare/ripassare il negativo dei verbi ed
insegnare le espressioni negative - Compilare una domanda d’impiego - Scrivere un curriculum vitae |
|
5 |
LIV.01, SPV.01, REV.01 LI1.03 SP1.01,.03,.04 RE1.01,.04,.05 CGE3e,3f,5c,7f,7g |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
In cerca di lavoro - Ricercare un lavoro e presentare questa ricerca - Parlare delle professioni del futuro - Scrivere ad una ditta chiedendo un’intervista di
lavoro. |
|
6 |
LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02 SP1.01,.02,.03,.04 RE1.01,.04 WR1.01,.02,.04 CGE2d,3c,3d,4b,4e,4g, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Il primo incontro/la prima intervista - Presentazione orale di un’ intervista per l’impiego
(in un paese straniero) oppure una scenetta nella quale ci si offre come
volontario di benevolenza - Usare l’imperativo, il negativo, gli avverbi, il
possessivo, il comparativo ed il superlativo |
Teachers will refer to The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000. The teacher reviews the necessary language structures in order to give students the basis for a successful learning experience. Any resources to support anti-discrimination education, equity/social justice issues, career goals/cooperative education, community partnerships, and faith development will support many of the Ontario Secondary School Policies as well as The Ontario Catholic School Graduate Expectations. Teachers will be familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999.
At the end of this course, teachers have the opportunity to assess the overall effectiveness of their programs. Student evaluation forms may be used to gather information on how to modify the program for student success. Teachers should review the content and the instructional and assessment strategies of the course in order to revise the Italian program to improve student achievement of the expectations.
Teachers should address school and board policies regarding safety, acceptable use of the Internet, and proper use of audio-visual equipment. On-going activities should reflect awareness of violence prevention and avoidance of bias within the learning environment. Teachers, in conjunction with special education teachers, will accommodate individual student needs. Cross-curricular integration will assist students in making connections to other disciplines.
A wide variety of teaching and learning strategies to sustain student interest and maximize learning should be used. All types of learners are to be accommodated. Teaching and learning strategies reflect a balance of independent, collaborative, and teacher-directed activities. Activities are relevant and motivating and allow for student creativity. Resources used (Internet, video, and print) are to be previewed before use. Information technology has been included for all units in the overview.
Teachers should assess what students learn and provide opportunities for students to examine and reflect on their personal values, abilities, and aspirations and on how they influence life’s choices and opportunities. Students need a variety of opportunities to demonstrate their knowledge and skills. Teachers should use a variety of techniques to assess and to evaluate these performances of learning (e.g., portfolios, journals, tests, checklists, rubrics, etc.). Teachers should use a repertoire of assessment techniques, including diagnostic, formative, and summative assessment to ensure student achievement of Ministry and Ontario Catholic School Graduate Expectations.
A final grade is recorded for each Italian course and a credit is granted for every course in which the student’s grade is 50% or higher.
The final grade is determined as follows:
- 70% of the grade is based on assessments and evaluations throughout the course,
- 30% of the grade is based on a final evaluation in the form of an examination, performance, or other method of evaluation and is administered near the end of the course. It should assess the three strands of Oral Communication (Listening and Speaking), Reading, Writing.
The final mark should reflect the expectations of the three strands: Oral Communication (Listening and Speaking), Reading, Writing.
Teachers are expected to be acquainted with students’ Individual Education Plans (IEPs), the unique learning characteristics of their individual students, and to make the necessary accommodations.
In order to meet the needs of these students, a variety of strategies, techniques, or resources may be used (e.g., use cue cards, pair students according to task, use alternate formats for written tests, etc.). Every attempt is made by the teacher to accommodate students’ individual needs, in order to increase their success in the course.
Teachers should:
· consult with Special Education personnel while reviewing Individual Education Plans (IEPs) of students with special needs, noting recommendations and accommodations for all identified students i.e., gifted and talented, ELD, ESL, and students with physical challenges;
· prepare to offer alternative formats for assignments and presentations. These may include pre-recorded audiocassettes, videotaped conversations, the use of a script, etc.;
· refer to IEPs for recommendations and accommodations when assessing and evaluating students identified with special needs;
· arrange on-going extra opportunities for the reinforcement of vocabulary and grammatical structures;
· sensitively select partners allowing one student’s strengths to compensate for another student’s challenges;
· provide enrichment opportunities.
Specific resources for the units and activities have been included. Note: Community resources are also very useful: community organizations, cultural and ethnic clubs, embassies, consulates, travel agencies, newspapers, The Canadian Legion, Rotary Clubs, women’s groups, radio and television stations, theatres and native speakers (from the community or within the schools).
Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Abbadessa, Felicia. All-Italy The Book of Everything Italian. Toronto: Stoddart Publishing Co. Ltd., 1987. ISBN 0-7737-5091-6
Abiuso, Giuseppe, Elaine Abiuso, Michele Giglio, and Fenisia Giglio. Il Milione di Marco Polo. Mississauga, Ontario: Copp Clark Ltd., 1995. ISBN 0-8442-8024-0
Abiuso, Giuseppe, and Michele Giglio. Le Avventure di Pinocchio. Mississauga, Ontario: Copp Clark Ltd., 1995. ISBN 0-8442-8023-2
All’Avventura Series: (1) Destinazione Italia.
(2) Avventure in Toscana. (3) Sulla Strada del Contrabbando. (4) Pericolo sulla
Costa Amalfitana. St. Paul, Minnesota: EMC Corporation, 1993.
ISBN 0-8219-1022-1
Applebaum, Stanley. Eleven Short Stories-Undici Novelle, Luigi Pirandello. New York: Dover Productions, Inc., 1994. ISBN 0-486-28091
Axtell, Roger E. Gestures: The Do’s and Taboos of Body Language Around the World. John Wiley & Sons, Inc.: New York, 1998. ISBN 0-471-18342-3
Batta, András. Opera-Composers-Works-Performers. Cologne: Könemann Verlagsgesellscharft mbH, 1999. ISBN 3-8290-3571-3
Beck, James. Italian Renaissance Painting.
Köln: Könemann Verlagsgesellscharft mbH, 1999.
ISBN 3-8290-0486-9
Bellot, Gina and Vivia Benini. Storie di Maschere. Roma: Nuove Edizioni Romane s.r.l, 1980.
Beny, Rolaff and Peter Gunn. The Churches of
Rome. New York: Simon and Schuster, 1981.
ISBN 0-671-43447-00
Boni, A. Italian Regional Cooking. London:
Godfrey Cave Association, 1982.
ISBN 0-906223-22-9
Buscaglia, Marco. Rome Art & Architecture.
Cologne: Könemann Verlagsgesellschaft mbH, 1999.
ISBN 3-8290-2259-X
Cangelosi, Don and Joseph Delli Carpini. Italian Without Words. New York, New York: Meadowbrook Press, 1989. ISBN 0-671-67743-8
Celli Merlonghi, Fursi and O’Connor. Oggi in Italia, 6th ed. Scarborough, Ontario: Nelson Thomson Learning Modern Languages Catalogue, 2000. ISBN 0-395-85900-X
Cioffari, Vincenzo and Angelina Grimaldi Cioffari. Graded Italian Reader. Prima Tappa, 3rd ed. Toronto: D.C. Heath and Company, 1991. ISBN 0-669-20296-7
Cole, Trafford R. Italian Genealogical Records.
Salt Lake City, Utah: Ancestry Incorporated, 1995.
ISBN 0-916489-58-2
Consonni, Clark Fiorenza and Conrad J. Schmitt. Schaum’s Italian Vocabulary. Toronto: McGraw-Hill, Inc., 1987. ISBN 0-07-023032-3
Cresti, Carlo and Claudia Rendina. Palazzi of
Rome. Köln: Könemann Verlagsgesellscharft mbH, 1998.
ISBN 3-8290-1348-5
Danesi, Marcel. Adesso! 2nd ed. Toronto:
Heinle Publishers, 1997. (text, workbook, audiotape).
ISBN 0-838-46117-4
Danesi, Marcel. Crossword Italian! Toronto:
University of Toronto Press, 1999.
ISBN 0-8020-64430-1
Danesi, Marcel. Language Games in Italian.
Toronto: University of Toronto Press, 1985.
ISBN 0-8020-6596-1
D’Alleva, J. Incontri Culturali – Cross-Cultural Mini-Dramas. Lincolnwood, Illinois, USA: National Textbook Co., 1990.
DeMedici, Lorenza. Italy The Beautiful Cookbook.
San Francisco, CA: Collins Publishers, 1989.
ISBN 0-00-215446-3
Di Franco, J. Philip. The Italian American.
Chelsea House Publishers: New York, 1996.
ISBN 0-7910-3353-8
D’Onofrio, Michela. Musica Contemporanea Italiana. Canada: Astra Printers Limited, 1988.
Dreke, Michael, Wolfganghind, Francesca Modica,
and Giuseppina Valente. A tu per tu. Attività comunicative per principianti
ed avanzati. Berlin, Germany: Druckhaus Rangenscheidt, 1993.
ISBN 3-468-49997-3
Drury, Elizabeth. Self-Portraits of the World’s Greatest Painters. San Diego, CA: Thunder Bay Press, 1999. ISBN 1-571-45-230-03
Facaros, Dana and Michael Pauls. Italian Islands. Chester, Connecticut: The Globe Pequot Press, Cadogan Books, 1986. ISBN 0-87106-829-X
Feder. Theodore H. Great Treasures of Pompei and Herculaneum. New York: Abberville Press, Inc. Publishers, 1978. ISBN 0-89659-021-6
Fournier, Doriana Provvedi. Voci d’Italia Series, Immagini D’Italia. Lincolnwood, Illinois: National Textbook Company, 1988. ISBN 0-8442-8092-5
Gavazzi, Elena and Giacomo Vittorio Paolozzi. Le Regioni d’Italia. Italy: Istituto Geografico de Agostino s.p.a., 1990.
Germano, Joseph and Conrad J. Schmitt. Schaum’s Outline Series Italian Grammar. Toronto: McGraw-Hill, Inc., 1987. ISBN 0-07-023031-5
Gobetti, Daniela. Dictionary of Italian Slang and Colloquial Expressions. Hausppauge, New York: Barron’s Educational Series, Inc., 1999. ISBN 0-7641-0432-2
Gotti, Annamaria Uberti and Oreste Provenziano. Parole 3. Milano: Casa Editrice Carlo Signorelli s.p.a., 1980.
Gotti, Annamaria Uberti and Oreste Provenziano. Parole 4. Milano: Casa Editrice Carlo Signorelli s.p.a., 1980.
Gozzano, Guido. Tutte le poesie. La via del rifugio, I colloqui, Le farfalle, Poesie sparse. Roma: Grandi Tascabili Economici Newton, 1993. ISBN 88-7983-017-1
Hall, Robert A., Frances Adkins Hall, and Susan Z. Garau. 2001 Italian and English Idioms. Woodbury, New York: Barron’s Educational Series, Inc., 1981. ISBN 0-8120-0467-1
Hall Jr., Robert A. Italian Stories, Novelle Italiane. 11 short stories by Macchiavelli, Pirandello, Moravia and others. New York: Dover Publications, Inc., 1989. ISBN 0-486-26180-8
Hesse, Hermann. Leggende e fiabe. Roma:
Grandi Tascabili Economici Newton, 1992.
ISBN 88-7983-018-2
La Porta, Aulicino, Mary and Rosalba Coppola Serreti. Il Giro D’Italia Series: Il Sud e Le Isole (1978). Dal Veneto all’Emilia Romagna (1979). Roma (1979). Dalla Val D’Aosta alla Liguria (1979). Skokie, IL.: National Textbook Company, 1979.
La Sacra Bibbia. Milano: Edizione Paoline, 1985.
Lawson, Carolina Donadio. Dieci Uomini e Donne Illustri. Lincolnwood, Illinois: National Textbook Company, 1985.
MacMurray, Jessica M. The Book of 101 Opera
Librettos. New York: Tess Press, 1996.
ISBN 1-884-822-79-7
Masella, Arstide B. Leggere con piacere.
New York: Amsco School Publications, Inc., 1976.
ISBN 0-87720-591-4
Marani, Cristina and Daniela Zorzi. Parlare Italiano. Libro allievo, secondo livello. Padova: Liviana Editrice S.p.a., 1981.
Mariella, Cinzia. Getting to Know Italy,
2nd ed. Mississauga, Ontario: Copp Clark Ltd., 1990.
ISBN 0-8442-8071-2
Milanesi, Arturo. Storia e Geografia d’Italia. Brescia: Editrice La Scuola, 1987.
Mollica, Anthony and Angela Convertini. L’Italia
Racconta. Toronto: Copp-Clark Pitman Ltd., 1979.
ISBN 0-7730-3303-3
Nickles, Greg. We Came to North America, The Italians. St. Catherines, Ontario: Crabtree Publishing, 2000. ISBN 0-7787-0203-0
Padgett. Joann. Wonders of Italy - A journey into Italian Art, Traditions and Natural Wonders. Vercelli, Italy: White Star, S.r.l., 1988. ISBN 88-8095-375-3
Panati, Charles. Panati’s Extraordinary Origins of Everyday Things. New York: Harper & Row Publishers, 1989. ISBN 0-06-096419-7
Pedretti, Carlo and Kenneth Clark. Leonardo da Vinci. Nature Studies from the Royal Library at Windsor Castle. Italy: Johnson Reprint Corporation, 1980. ISBN 0-384-32298-0
Piras, Claudia and Eugenio Medagliani. Culinaria Italy, Pasta-Pesto-Passion. Cologne: Könemann Verlagsgesellschaft mbH, 2000. ISBN 3-8290-2901-2
Radelli, Gianfranco. Voci d’Italia Series.
Italia in Prospettiva. Lincolnwood, Illinois: 1988.
ISBN 0-8442-8091-7
Reynolds Milena. Taking
Italian Further. Woodbridge, Suffolk: Hugo’s Language Books Ltd., 1996.
ISBN 0-85285-293-2
Ross, Corinne Madden. Christmas in Italy.
Mississauga, ON: Copp Clark Ltd., 1995.
ISBN 0-8442-8071-2
Seeling, Charlotte. Fashion. The Century of the Designer 1990-1999. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-2980-2
Street, Myra. La cucina – The Complete book of Italian Cooking. London: Ubris Book Publishing Corporation, 1986. ISBN 0-8317-5408-7
Talerico, Cohn Carmela, France, Beumée, Dr. Grace Zummo Manma, and Ida Gianpietro. Seguimi, Aiming for Fluency in Italian. New York: Proficiency Press Company, 1996. ISBN 1087920279-13
Toman, Rolf. Baroque. Architecture-Sculpture-Painting. Köln: Könemann Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6
Toman, Rolf. The Art of Gothic: Architecture-Sculpture-Painting. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-1741-3
Toman, Rolf. The Art of the Italian Renaissance.
Köln: Könemann Verlagsgesellschaft mbH, 1995.
ISBN 3-89508-077-2
Wallace, William E. Michelangelo – The Complete Sculpture, Painting, Architecture. New York: Hugh Lauter Levin Association Inc., 1998. ISBN 0-88363-331-0
(100 pages of text: 50 intensive and 50 extensive as required for International Languages, Level 3)
Barbato, Anthony. Acque chiare, Clear Waters.
Sarnia, Ontario: Allen-Y-Mott Publishers, 1989.
ISBN 0-9694057-07
Cardella, Lara. Volevo i pantaloni. Danimarca: Grafisk Forlag A/S, 1993. ISBN 87-11-08704-8
Collodi, Carlo. Le Avventure di Pinocchio. Danimarca, Aschehhoug A/S, 1972. ISBN 87-429-7790-8
Donadio Lawson, Carolina. Il mistero dell’oasi addormentata. Lincolnwood, Illinois, U.S.A., National Textbook Company, 1989. ISBN 0-8442-8036-4
Fo, Dario. Gli imbianchini non hanno ricordi.
Copenhagen, Denmark: Grafisk Institut A/S, 1977.
ISBN 87-429-7652-9
Ginzburg, Natalia. Ti ho sposato per allegria.
Copenhagen, Denmark: Grafisk Institut A/S, 1977.
ISBN 87-429-7652-9
Italian for Everyone. CD-ROM, Cambridge, MA: The Learning Company, 1997.
Italian Grammar Computerized. Hamilton: Tralco Educational Services Inc., 1995.
Life is Beautiful. Roberto Benigni, Miramax Home Entertainment, 1997.
La Ciociaria Ieri e Oggi. (Documentary). Registrazione SIAE n.9300 885 del 26/4/93 progetto grafico: Studio Pigliacelli-FR
Multicultural Peoples of North America Video Series, Italian Americans. Bala Cynwyd, PA: Schlessinger Video Productions, 1993. 53201-66793 (approx. 30 mins.). 1-800-843-3620
Cioccolata &
Co-Il Periodico Editore, Via Pisacane 16, 20129 Milano, Tel: 39.27.0100135,
70100140, Fax: 70102515
Cucina Naturale-Zana
Editori SRL, Via Emilia Ouest 954, 41100 Modena, Tel: 39.59.891700,
Fax: 89.1661.891701
Cucina Salute-Techniche Nuove spa, Via Ciro
Menotti 14, 20129 Milano, Tel: 39.27.570325,
Fax: 7570332
La Cucina Italiana-Ed. Quadratum Spa,
Piazza Aspromonte 13/A, 20131 Milano,
Tel: 39.2.706421, Fax: 70638544
La Stella del Mar. 00048 Nettuno-Roma ccp 985401 Tel./Fax 06.9854011
Sale e Pepe-Arnoldo Mondadori Ed. S.P.A.,
20090 Segrate, Milano, Tel: 39.2.75421,
Fax: 75422615
Tandem www.tandemnews.com/ Toll free 1-888-657-9899, Fax 1-905-573-9996
Tutta Cucina-Arnoldo Mondadori Ed. S.P.A.,
29909 Segrate, Milano, Tel: 39.2.75421,
Fax: 75422302
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Italy – Culture and History |
www.defusco.ch/en2_italy.html |
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Italian Culture |
http://bubl.ac.uk/link/i/italianculture.htm |
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Italian Literature, Encarta Encyclopedia |
http://encarta.msn.com |
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Luigi Pirandello |
http://collaboratory.numet.net/goals2000/eddy/Pirandello/Author.html |
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A Celebration of All Things Great Italian |
http://www.italianpride.com |
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Italian Literature |
www.nyu.edu/library/bobst/research/hum/italian/it-digi.htm |
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Famous Italian Americans |
www.italian-american.com/famous.htm |
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Italian Communities of the World |
http://people.itu.ch/~baldi/italy/italcom.htm |
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Language Sites for Italian |
http://geocities.com:0080/~oberoi/language.html |
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The Home of Italians on the Net |
http://www.tricolore.net/ |
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Christmas, New Year and the Epiphany in Italy |
http://notti.it/special/natale//welcome.html |
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The Historic Game of Calcio |
http://www.firenze.net/events/culture/calcio.htm |
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La Festa di San Giuseppe |
http://members.ad.com/nonstopny/italiano/stjoseph.htm |
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Paesi, città, isole, Italia, province |
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http://it.dir.yahoo.com/Aree_geografiche/Paesi/Italia/Citta/Lista_completa/ |
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Yahoo Italia! |
http://www.netxas.com/~salvucci/VTLhome/html |
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The Polenta & Pasta Library |
http://www.acay.comau/~motto/chistory.html |
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The History of Espresso |
http://www.geocities.com/Heartland/Flats/5353/pizza/history.html |
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The History of Pizza |
http://www.licto-ca.org.profile.htm |
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Italian Cultural Institute’s website (Toronto) |
http://www.italian-american.com/ |
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The Italian American Website of New York |
http://www.bellaonline.com/food |
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Association of Italian Canadian Writers |
members.tripod.com/~verdicchio/ItalianCanadian.html |
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Italy - Culture and History |
www.defeusco.ch/en2_italy.html |
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Italian Culture |
bubl.ac.uk/link/i/italianculture.htm |
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Italian Pride |
www.italianpride.com/ |
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Biblioteca dei Classici della Letteratura |
www.fauser.it/biblio/ |
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Istituto Italiano de Montreal |
www.italcultur-qc.org/Istituto/progit.htm |
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Canadians in the World |
www.school.org/menu-e.asp |
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Google Search Engine (Italy and Italians) |
www.google.com |
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Italy |
www.virgiglio.it |
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Catholic Encyclopedia: Domenchino |
www.newadvent.org/cathen/05102b.htm |
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The Parables of Jesus; How to study a parable |
www.discipleship.net/parables.htm |
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The 40 Parables of Jesus Christ |
www.Christianbiblestudy.org/CBS/PARAB/_parable.htm |
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Patron Saints Index |
www.catholic-forum.com/saints/patronnf.htm |
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Patron Saints of Italy |
http://member.fortunecity.com/liguria1/Italy.html |
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Italink |
www.italink.on.ca/cgi/italink |
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Italian Film Society of Canada |
www.italianfilms.com |
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Canadian Content Programs (Italian Shows) |
www.tlntv.com/CANADIAN%CONTENT.htm |
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All Things Italian Websites |
www.tigerx.com/holidays/italians.htm |
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Italia Mia, the portal for Italians in the world |
http://www.italiamia.com |
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Spazio Libero-Cultura, Attualita, Arte e Politica |
www.cidadaniaitaliana.com/ |
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Immigration: The Italians |
http://library.thinkquest.org/20619/Italian.htm |
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Chiaroscuro: Italians in Toronto |
www.tgmag.ca/magic/mt42.html |
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The Resource for Italians, Italian Americans and enthusiasts of Italian culture |
www.virtualitalia.com |
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Italian Celebrities |
www.daddezio.com/genealogy/italian/famous/ |
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Italiani nel Mondo |
www.intels.com/iw/ |
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Padre Pio |
www.vocedipadrepio.com |
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La Stella del Mare |
lastelladelmare@libero.it |
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Italy Press: Women Poets |
www.italicapress.com/index52.html |
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Maria Gaetana Agnesi |
www.agnesscott.edu/lriddle/women/agnesi.htm |
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Coded Expectations, International Languages, Level 3,
University Preparation, LBACU-LYXCU
LIV.01 · demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes.
LI1.01 – demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to the speaker’s comments and identifying key information in a presentation;
LI1.02 – demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);
LI1.03 – demonstrate knowledge of the culture of countries where the language is spoken by identifying information that is relevant to course themes (e.g., identify significant artists from a particular time period).
SPV.01 · communicate orally in various situations and for a variety of purposes, using language appropriate to the level.
SP1.01 – use standard pronunciation and intonation with accuracy in the international language (e.g., in conversations and discussions);
SP1.02 – convey and respond to a variety of messages, using vocabulary and language structures appropriate to the level (e.g., participate in a discussion of a topic);
SP1.03 – express opinions and ideas in prepared and open-ended conversations and discussions (e.g., comment on a newspaper article or literary work);
SP1.04 – demonstrate an understanding of the culture of countries where the language is spoken in oral presentations that draw on a variety of media (e.g., create a video commercial that illustrates cultural attitudes to the product advertised).
REV.01 · read age- and language-appropriate passages from different sources for a variety of purposes.
RE1.01 – read, for comprehension of main ideas and
expansion of vocabulary, selections from a variety of texts, * including a
minimum of two genres (e.g., short stories, fables, poems, newspapers)
*Note: students are expected to read at least 100 pages of text (50
intensive, 50 extensive) at this level;
RE1.02 – read aloud with expression and accurate pronunciation;
RE1.03 – analyse plot, character development, and setting in novels, short stories, and poems;
RE1.04 – respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);
RE1.05 – demonstrate knowledge of the culture of countries where the language is spoken in detailed and well-researched projects (e.g., prepare a presentation on a major literary figure from a country where the language is spoken).
WRV.01 · write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.
WR1.01 – write sentences and paragraphs, including dialogues, using vocabulary and language structures appropriate to the level (e.g., write a short report comparing their school life to that of peers living in a country where the language is spoken);
WR1.02 – compose and answer a variety of questions;
WR1.03 – express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);
WR1.04 – revise and edit their written work for accuracy of language, using input from teachers and peers and a variety of other resources (e.g., print and electronic dictionaries, spell-check feature of software programs);
WR1.05 – demonstrate knowledge of the culture of countries where the language is spoken in well-researched reports (e.g., write a biographical sketch of a famous person from a country where the language is spoken).
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