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Course Profile International Languages, level 4 (LWIDU),
Grade 12, University Preparation, Catholic
Course Overview
Policy Document: The Ontario
Curriculum, Grades 11 and 12, Classical Studies and
International
Languages, 2000
This course prepares
students for university studies in the Italian language. Students will enhance
their ability to use the language with clarity and precision and they will
develop the language skills needed to engage in sustained conversations and
discussions, understand and evaluate information, read diverse materials for
both study and pleasure, write clearly and effectively. Students will also have
opportunities to add to their knowledge of the Italian culture and the
countries where Italian is spoken through the use of community resources and
computer technology.
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.
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.
|
Unit 1 |
La sfida del
futuro |
20 hours |
|
Unit 2 |
Il mondo chi lo
cambierà? |
21 hours |
|
Unit 3 |
Aggiorniamoci! |
23 hours |
|
* Unit 4 |
Affrontare i
problemi |
22 hours |
|
Unit 5 |
Cenni letterari |
24 hours |
* This unit is fully
developed in this Course Profile.
Time: 20 hours
Unit Description
This unit provides students with a
comprehensive review of Italian, Level 3, University Preparation. Students
examine what their future may hold. They view the world as a place that is full
of hope, an essential element for their future challenges/endeavours. This
unit’s activities lay the foundation for co-operative learning, whereby
students learn to respect life, the future, the rights and responsibilities of
all people, the value of work, and the rewards of volunteer work in our
evolving world.
Strand(s): Oral Communication (Listening and
Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
L1V.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Benvenuti al futuro -
Ripassare il futuro semplice e di probabilità ed
il condizionale presente -
Ripassare ed elaborare il vocabolario del
lavoro, professioni e carriere -
Ripassare e discutere l’importanza del lavoro di
benevolenza -
Raccogliere informazioni sulle università
attuali -
Immaginare un' università ideale del futuro |
|
2 |
L1V.01, SPV.01,
REV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Non vedo l’ora! -
Ripassare i sostantivi regolari ed irregolari ed
il comparativo/il superlativo degli aggettivi -
Creare un annuncio pubblicitario
sull'università ideale |
|
3 |
LIV.01, REV.01,
SPV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Ritornare al futuro -
Ripassare i pronomi, gli aggettivi, i
possessivi e le preposizioni articolate -
Insegnare il vocabolario che riguarda i prodotti del futuro -
Creare un prodotto futuristico come per
esempio un elettrodomestico, le macchine piegabili, ecc. |
|
4 |
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry |
Verso un mondo ideale -
Insegnare il futuro anteriore dell’ indicativo
ed il suo uso nelle frasi di probabilità ed il condizionale passato -
Insegnare i nomi e gli aggettivi alterati -
Scrivere un tema: “Il mio mondo ideale…” |
|
5 |
LIV.01, REV.01, SPV.01, WRV.01, |
Knowledge/ Understanding Thinking/Inquiry Application |
Scoprire l’ Atlantide virtuale -
Discutere "l'Atlantide" -
Creare e presentare un mondo subacqueo
virtuale e tridimensionale usando il computer |
Time: 21 hours
Unit Description
This unit invites students to evaluate, explore,
and justify possible Christian solutions to the challenges/ dilemmas/problems
that are prevalent in our world. Global differences and diversities are
examined. Students begin to explore the subjunctive mood. Among other tasks,
students prepare and participate in an oral debate regarding an issue of global
perspective. Students apply appropriate strategies to locate, read, and
understand information founded on universal values of peace, justice, and
solidarity.
Strand(s): Oral Communication (Listening and Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, REV.01,
WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Application |
“La politica” -
Ripassare il presente dell’ indicativo ed il
passato prossimo dell’ indicativo -
Insegnare il vocabolario dell' ambiente fisico e
politico del mondo -
Fare una ricerca sull’ uso del congiuntivo
nelle riviste e nei giornali elettroniche |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Dire sul serio -
Insegnare le espressioni che esprimono emozione,
dubbio, credenza, speranza;
espressioni impersonali; le congiunzioni ed il presente del
congiuntivo -
Intervistare un leader di una nazione preferita
tramite una teleconferenza |
|
3 |
LIV.01, REV.01,
WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Application |
Prodotti “Made in…” -
Insegnare il congiuntivo passato -
Scrivere un saggio su un prodotto biochimico
che abbia contribuito al benessere pubblico |
|
4 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Un dibattito tra amici -
Continuare lo studio del congiuntivo presente
e passato -
Sostenere una discussione su un problema
mondiale attuale |
Time: 23 hours
Unit Description
Students examine and appreciate the diversity
of the media particularly in the Italo-Canadian and Italian world. Exploration
of radio, television, newspapers, magazines, theatre, and the Internet enhances
their knowledge and understanding of the cultural life of all Italians.
Students integrate their Catholic faith in an analysis/critical review and
presentation of a media venue. The creation of a cyberspace newspaper or
magazine allows students to take initiative and demonstrate Christian
leadership.
Strand(s): Oral Communication (Listening and Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
I gusti diversi -
Insegnare il vocabolario collegato ai mass
media -
Fare una ricerca ed un rapporto sui gusti dei
mass media |
|
2 |
LIV.01, REV.01,
WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Che notizia bomba! -
Ripassare gli aggettivi dimostrativi ed
insegnare i pronomi dimostrativi -
Creare un giornale o una rivista tramite lo
spazio cibernetico |
|
3 |
LIV.01,
SPV.01, REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
La musica nell’anima -
Ripassare l’infinito -
Insegnare il gerundio ed i tempi progressivi -
Ricercare un esempio di poesia e di preghiera
italiane sull’ Internet, adattarlo alla musica o al ballo e presentarlo |
|
4 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Essere in gamba -
Ripassare l’imperfetto dell’ indicativo e
indicare l’uso della terza persona plurale dei verbi ed il “si” riflessivo
come voce passiva -
Insegnare il trapassato prossimo dell’
indicativo e la voce passiva nel presente, nel passato e nel futuro -
Creare un manuale di direttive che illustri come
si comunica effettivamente nel mondo tecnologico |
|
5 |
LIV.01, SPV.01, REV.01, WRV.01, |
Knowledge/ Understanding Communication Application |
Il piccolo, il grande ed
il brutto -
Fare una critica di un mezzo di comunicazione
preferito, ad esempio, un’ emissione televisiva, un dramma o un video
musicale, ecc. |
Time: 22 hours
Unit Description
This unit
provides opportunities for students to respect historical and cultural
differences in today’s changing world by engaging in futher problem solving.
Further study of the subjunctive includes activities to promote its use.
Students research Catholic social teaching about equality, democracy, and
solidarity, and present their research in an oral format.
Strand(s): Oral Communication (Listening and Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Qualcosa non va! -
Ripassare i numeri cardinali oltre 1.000 -
Insegnare i numeri ordinali e alcune
abbreviazioni come per esempio, ONU -
Ricercare alcuni problemi sociali nel mondo e
discuterne |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Il potere del telecomando -
Insegnare l’imperfetto del congiuntivo ed il
trapassato del congiuntivo -
Creare situazioni ipotetiche nelle quali si
discutino soluzioni possibili nel prossimo secolo e presentarle in un
video-documentario |
|
3 |
LIV.01, REV.01,
WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Application |
Come andrà a finire? -
Insegnare il vocabolario collegato alla
storia del nostro pianeta e del mondo italiano -
Insegnare il periodo ipotetico e spiegare
l'uso sia dell’ indicativo sia del congiuntivo -
Insegnare l’uso del congiuntivo in certe
locuzioni avverbiali (sebbene, prima che, purché, …ecc.) -
Scrivere un tema su “se fossi un personaggio
storico, …” usando frasi semplici e composte |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01, |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
I fatti nostri -
Ripassare il congiuntivo -
Insegnare la concordanza dei tempi dei verbi ed
il plurale dei nomi di doppio significato, per esempio, ‘muri/mura’ -
Creare un libro parlante (registrato), per
esempio, “Se potessi costruire una muraglia intorno alla tua nazione, a chi
permetteresti/non permetteresti entrare?” |
|
5 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
C’è da dire -
Scrivere e presentare un discorso su un problema
sociale attuale suggerendo alcune soluzioni plausibili |
Time: 24 hours
Unit Description
Through a
comparative study of genres, in modern Italian literature (short stories,
plays, novels, and poetry), students gain an appreciation of Italian culture
around the world. Analysis of the characters, the plot, and the themes allows
students to gain a more thorough understanding of the culture and era under
study. Students apply appropriate strategies to read, understand, interpret,
and create a short story which demonstrates Gospel moral values, i.e.,
forgiveness, love thy neighbour, etc. Research is based on a global perspective
using technological resources while exercising Christian leadership.
Strand(s): Oral Communication (Listening and Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Ti piace leggere? -
Ripassare il vocabolario collegato alla
letteratura -
Presentare e studiare i vari generi di
letteratura, per esempio: novelle, romanzi, opere di teatro e poesie |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Ficcanasi? -
Insegnare l’uso del discorso indiretto -
Presentare alcuni personaggi di un’ opera
letteraria studiata e spiegare come si sono risolti i loro problemi |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01, |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Vari personaggi, varie
personalità -
Insegnare i proverbi -
Drammatizzare/adattare un capolavoro
letterario moderno |
|
4 |
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Application |
L’uno o l’altro -
Fare uno studio contrastante sui generi di
letteratura studiata |
|
5 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Che spettacolo?! -
Creare/scrivere e presentare una propria
novella o dramma |
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 review the content and
the instructional and assessment strategies at the end of the course in order
to revise the Italian program to improve student achievement of the
expectations.
A wide variety of
teaching and learning strategies should be used to sustain student interest and
maximize learning. 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 resources have 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 in a balanced way.
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;
·
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, libraries (city, university, college), churches, The Canadian Legion, Rotary Clubs, women’s groups, radio and television stations, theatres and native speakers (from the community or within the schools), bookstores, and the Internet.
Units in this Course
Profile make reference to the use of specific texts, magazines, films, videos,
and websites. The teachers need to consult their board policies regarding use
of any copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. The
teachers are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work from
the Internet is not allowed without the permission of the owner.
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
Alessandroni,
Daniela and Sabrina Cittadini. Made in
Italy-Letture verso il 2000. Welland, Ontario, Canada: Edizioni Guerra,
(Distribution in North America - éditions SOLEIL publishing inc.) 1997.
ISBN 88-7715-190-0)
Applebaum,
Stanley. Eleven Short Stories-Undici
Novelle, Luigi Pirandello. New York: Dover Productions, Inc., 1994. ISBN
0-486-28091
Branciforte,
Suzanne and Anna Grassi. Parliamo
Italiano! Boston: Houghton Mifflin Co., 1998. (textbook) ISBN 0-395-75767-3
Branciforte,
Suzanne and Brian Rea O’Connor. Parliamo
Italiano! A Communicative Approach. Boston: Houghton Mifflin Co., 1998.
(workbook) ISBN 0-395-75768-1
Cancellotti,
Daniela and Cristina Zanoni. Fabbricato in
Italia-An Italian varieties reader. Welland, Ontario, Canada: Edizioni
Guerra, (Distribution in North America - éditions SOLEIL publishing inc.) 1997.
ISBN 88-7715-062-9
Chiuchiù,
Angelo, Fausto Minciarelli, and Marcello Silvestrini. In Italiano. Grammatica per Stranieri. Welland, Ontario, Canada:
Edizioni Guerra, (Distribution in North America - éditions SOLEIL publishing
inc.) 1997. ISBN 88-7715-078-5 (Volume 1), ISBN 88-7715-079-3 (Volume 2)
Costamagna,
Lidia. Cantare l’italiano-Materiali per
l’apprendimento dell’italiano attraverso le canzoni. Welland, Ontario,
Canada: Edizioni Guerra, (Distribution in North America - éditions SOLEIL
publishing inc.) 1997. ISBN 88-7715-045-9
Del Rosso,
Rebecca and Nivia Guerrini, and Donatella Sommati. Insieme alle soglie
congiuntivo. Welland,
Ontario, Canada: Edizioni Guerra, (Distribution in North America - éditions
SOLEIL publishing inc.) 1997. ISBN 88-7715-114-5
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.
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., Jr. Italian Stories, Novelle
Italiane. 11 short stories by Macchiavelli, Pirandello, Moravia and others.
New York: Dover Publications, Inc., 1989. ISBN 0-486-26180-8
Ignone, Anna
and Carla Rosati. Parlare in italiano. Stimule
per la produzione orale.
Welland, Ontario, Canada: Edizioni Guerra, (Distribution in North America -
éditions SOLEIL publishing inc.) 1997.
ISBN 88-7715-217-6
La Sacra Bibbia. Milano: Edizione Paoline, 1985.
Ontario
Ministry of Education and Training. You
and the job market: Quick reference to today’s job market for career
counselling and career planning. 1997.
Ponti,
Antonio Carlo. Poesia italiana
(1224–1961) Un’Antologia. Welland, Ontario, Canada: Edizioni Guerra,
(Distribution in North America - éditions SOLEIL publishing inc.) 1997. ISBN
88-7715-223-0
Posterino,
Nancy. Forza! Tre. Australia: A
division of Reed International Books Australia Pty Ltd., 2001. ISBN
1876-209-67-4 (text), ISBN 1876-209-68-2 (workbook)
Reale,
Luigi M. Dentro il tempo. Antologia
minima della letteratura italiana. Welland, Ontario, Canada: Edizioni
Guerra, (Distribution in North America - éditions SOLEIL publishing inc.) 1997.
ISBN 88-7715-177-3
Sedunary, Michael. Forza! Due. Australia: A division of Reed International Books Australia Pty Ltd., 1998. ISBN 1876209003 (text), ISBN 18762-0901-1 (workbook)
(Students
are expected to read a minimum of 200 pages of text: 100 intensive and 100
extensive as required for International Languages, Level 4, University
Preparation)
Boccaccio,
Giovanni. Andreuccio da Perugia.
Toronto, Ontario: Irwin Publishing-EMC Corporation, 2001. ISBN 0-88436-049-0
Buzzati,
Dino. La boutique del mistero. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001. ISBN 0-88436-746-0
Calvino,
Italo. Marcovaldo. Toronto, Ontario:
Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-933-5
Campanile,
Achille. Il segreto e altri racconti. Toronto, Ontario: Irwin Publishing-EMC Corporation, 2001. ISBN 0-8219-1066-3
Cardella,
Lara. Volevo i pantaloni. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-8219-1056-6
Cassola,
Carlo. La ragazza di Bube. Toronto, Ontario: Irwin Publishing-EMC
Corporation, 2001.
ISBN 0-88436-284-1
Chiara,
Piero. Il giovedì della signora Giulia. Toronto, Ontario: Irwin Publishing-EMC Corporation, 2001. ISBN
0-88436-292-2
Collodi,
Carlo. Le Avventure di Pinocchio. Danimarca,
Aschehoug A/S, 1972. ISBN 87-429-7790-8
Deledda,
Grazia. L’edera. Toronto, Ontario:
Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-884-X
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
Guareschi,
Giovanni. Don Camillo. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-121-7
Ginzburg,
Natalia. Ti ho sposato per allegria.
Copenhagen, Denmark: Grafisk Institut A/S, 1977.
ISBN 87-429-7652-9
Mariani. Mio marito/L’altra famiglia. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-922-6
Moravia,
Alberto. Sette racconti. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-060-1
Silone,
Ignazio. Vino e pane. Toronto,
Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-269-8
Soldati, Mario.
Cinque novelle. Toronto, Ontario: Irwin Publishing-EMC Corporation, 2001.
ISBN 0-88436-987-0
Chiuchiù,
Angelo, Fausto Minciarelli, and Marcello Silvestrini. In Italiano. Corso televisivo di lingua e civiltà italiana. Welland,
Ontario, Canada: Edizioni Guerra, (Distribution in North America - éditions
SOLEIL publishing inc.) 1997. (Videocassette- code 1080, 1090)
In Italian. CD-ROM, Corso interattivo d’italiano. Welland, Ontario, Canada:
Edizioni Guerra, (Distribution in North America - éditions SOLEIL publishing
inc.) 1997.
ISBN 88-7715-063-7(Volume 1)
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 min.). 1-800-843-3620
Touring Italy. Questar Video, inc. P.O. Box 11345, Chicago. IL 60611-0345, ISBN 0-927992-70-1
Azzurro, Ciao Italia, Ragazzi, Tutti
Insieme, Oggitalia - ELI
Distributors, The Resource Centre, P.O. Box 190, Waterloo, Ontario N2J 3Z9 Tel.
(519) 885-0826, Fax (519) 747-5629
Toll free 1-800-923-0330
e-mail: resourcecentre@sympatico.ca
Cioccolata & Co-Il Periodico Editore, Via Pisacane 16, 20129
Milano, Tel: 39.27.0100135,
70100140, Fax: 70102515
Epoca. Arnoldo Mondadori Editore 20090 Segrate (Milano) Italy.
Istituto Femminile Antoniano del P.
Annibale M. di Francia. 70033 Corato (Bari) c.c.p. 998708, Italy.
La Stella del Mar. 00048 Nettuno-Roma ccp 985401 Tel./Fax
06.9854011
L'Eco di S. Gabriele
64048 (TE) - Italy
Messaggero di S. Antonio. Basilica del Santo-35100 Padova, Italia
Missionaries of St. Charles (Scalabriniani) 3800 W. Division Street, Stone
Park, Illinois 60165 U.S.A.
Monastero di S. Rita. 06043 Cascia (PG), sito Internet –
www.santaritadacascia.com
Redazione di New York. 375 Park Avenue, Suite 3307 New York, NY
10152
Sale e Pepe-Arnoldo Mondadori Ed. S.P.A., 20090 Segrate, Milano, Tel: 39.2.75421,
Fax: 75422615
Santuario Madonna di Fatima. PP Rogazionati 70059 Frani (Bari),
Italy.
Tandem – www.tandemnews.com/ Toll free 1-888-657-9899, Fax 1-905-573-9996
Note: The URLs for the websites have been verified by the writers prior to
publication. Given the frequency with which these designations change, teachers
should always verify the websites prior to assigning them for student use.
|
Italy – Culture
and History |
www.defusco.ch/en2_italy.html |
||||||
|
Italian
Culture |
http://bubl.ac.uk/link/i/italianculture.htm |
||||||
|
Luigi
Pirandello |
http://collaboratory.numet.net/goals2000/eddy/Pirandello/Author.html |
||||||
|
Italian Literature |
www.nyu.edu/library/bobst/research/hum/italian/it-digi.htm |
||||||
|
Language Sites for
Italian |
http://geocities.com:0080/~oberoi/language.html |
||||||
|
The Home of
Italians on the Net |
http://www.tricolore.net/ |
||||||
|
Yahoo Italia! |
http://www.netxas.com/~salvucci/VTLhome/html |
||||||
|
Italian Cultural
Institute’s website (Toronto) |
http://www.italian-american.com/ |
||||||
|
The Italian
American Website of New York |
http://www.bellaonline.com/food |
||||||
|
Association of
Italian Canadian Writers |
members.tripod.com/~verdicchio/ItalianCanadian.html |
||||||
|
Italy - Culture
and History |
www.defeusco.ch/en2_italy.html |
||||||
|
Italian Culture |
bubl.ac.uk/link/i/italianculture.htm |
||||||
|
Biblioteca
dei Classici della Letteratura |
www.fauser.it/biblio/ |
||||||
|
Istituto Italiano
di Montreal |
www.italcultur-qc.org/Istituto/progit.htm |
||||||
|
Google Search
Engine (Italy and Italians) |
www.google.com |
||||||
|
Italy |
www.virgiglio.it |
||||||
|
Catholic
Encyclopedia: Domenchino |
www.newadvent.org/cathen/05102b.htm |
||||||
|
Italink |
www.italink.on.ca/cgi/italink |
||||||
|
Italian Film
Society of Canada |
www.italianfilms.com |
||||||
|
Canadian Content
Programs (Italian Shows) |
www.tlntv.com/CANADIAN%CONTENT.htm |
||||||
|
Italia Mia, the
portal for Italians in the world |
http://www.italiamia.com |
||||||
|
Spazio
Libero-Cultura, Attualità, Arte e Politica |
www.cidadaniaitaliana.com/ |
||||||
|
Chiaroscuro:
Italians in Toronto |
www.tgmag.ca/magic/mt42.html |
||||||
|
The Resource for
Italians, Italian Americans and enthusiasts of Italian culture |
www.virtualitalia.com |
||||||
|
Padre Pio |
www.vocedipadrepio.com |
||||||
|
Italy Press: Women
Poets |
www.italicapress.com/index52.html |
||||||
|
Multi-Cultural
Books and Videos |
www.multiculbv.com |
||||||
|
American Council
on the Teaching of Foreign Languages |
www.actfl.org |
||||||
|
Canadian Space
Guide |
www.spacejobs.com/index.html |
||||||
|
OMLTA |
Webhome.indirect.com/~omlta/ |
||||||
|
An elegant
multi-lingual search engine |
www.google.com |
||||||
|
Language
Translation |
www.logos.itdictionaries.trav/ang.com |
||||||
|
National
Geographic Society Online |
www.nationalgeographic.com |
||||||
|
Electronic Embassy |
www.embassy/org/ |
||||||
|
Hyperhistory |
www.hyperhistory.com |
||||||
|
History Links |
www.ukans.edu/history/VL |
||||||
|
United Nations |
http://www.pbs.org/tal/un |
||||||
|
Dictionaries |
www.onelook.com |
||||||
|
Canadian Museum of
Civilization |
http://www.civilization.ca |
||||||
|
Canadian
Universities |
Myfuture.ca |
||||||
|
L’Osservatore
Romano |
www.vatican.va/news_services/or/admin/rom_eng.html |
||||||
|
Edicola
(Quotidiani nazionali - La Repubblica, |
www.paginetessili.it/link/edicola.htm |
||||||
|
L'informagiovani…
Mass Media online |
http://www.informagiovani.it/infmedia.htm |
||||||
|
Catholic
Newspapers/Radio |
http://www.catholicnewspapers.com |
||||||
|
Newspapers, Italy
(all regions) |
www.start4all.com/newspapers/italie.htm |
||||||
|
Catholic Online
Media |
www.catholic.org/media/colmedia.htm/ |
||||||
|
La Famiglia
Cristiana (magazine) |
www.stpauls.it/fc97/default.htm |
||||||
|
Messaggero di
Sant'Antonio (magazine, etc.) |
www.mess-s-antonio.it |
||||||
|
Corriere
della Sera |
http://www.corriere.it |
||||||
|
Pier 21 |
http://pier21.ns.ca/naples/history-eng.html |
||||||
|
General History |
http://collections.ic.gc.ca/seeds/seeds/iii/34/history3.html |
||||||
|
Italy |
http://collections.ic.gc.ca/heirloom-series/volume7/countries/italy.html |
||||||
|
la
professione |
la carriera |
il mestiere |
l’ufficio |
l’uomo/la
donna d’affari |
|
la fabbrica |
l’operaio |
il pensionato |
il contadino |
l’artigiano |
|
la casalinga |
l’avvocato |
il vigile del
fuoco |
l’ingegnere |
il/la
giornalista |
|
il ragioniere/
|
l'astronauta |
il postino |
il pilota |
il
veterinario |
|
il
bibliotecario |
lo scienziato |
il marinaio |
l’idraulico |
il falegname |
|
l’architetto |
il/la
musicista |
il/la
cantante |
l’artista |
il medico |
|
l’infermiere |
il dentista |
lo scrittore |
lo stilista |
il vigile
urbano |
|
il meccanico |
il poliziotto |
l’attore/l’attrice |
il camionista |
il professore |
|
l'insegnante |
il macellaio |
l’elettricista |
il pescatore |
il tassista |
|
il calzolaio |
il sacerdote |
la suora |
la sarta |
il commesso |
|
il produttore |
il regista |
il pittore |
il manager |
il
parrucchiere |
|
l’imbianchino |
il barbiere |
l’agente di
viaggi |
il cuoco |
il notaio |
|
il perito |
l’agente
immobilario |
il
proprietario |
il muratore |
l’interprete |
|
l’autista |
il portinaio |
l’impiegato |
il dottore |
la dottoressa |
|
il soldato |
il giocatore |
l’arbitro |
l’allenatore |
il direttore |
|
la direttrice |
il ballerino |
il giudice |
il poliziotto |
il
segretario/ |
|
il cameriere |
lo spazzino |
lo stipendio |
|
|
|
diventare |
svolgere un
attività |
guadagnare |
realizzarsi |
|
|
le Nazioni
Unite |
il presidente |
il pubblico |
l’esercito |
il ministro |
la stabilità |
il corpo
elettorale |
|
la scheda |
il votante |
l’ideologia |
la polizia |
il voto |
il passaporto |
la legge |
|
il visto |
l’emigrante |
l’immigrante |
la giustizia |
l’autorità |
la sicurezza |
eleggere |
|
le elezioni |
la democrazia |
il comunismo |
il socialismo |
il dittatore |
la camera dei
deputati |
il deputato |
|
il leader |
il
commissario |
la vittima |
il soldato |
il
consigliere |
la monarchia |
il governo |
|
la guardia |
l’economia |
la repubblica |
il detenuto |
il prigionero |
governare |
la politica |
|
il magistrato |
la guerra |
la pace |
l’odio |
l’amore |
il terrore |
lo scrutinio |
|
il senato dei
deputati |
il senatore |
il parlamento |
la
maggioranza |
la campagna
elettorale |
il comizio |
l’adunanza |
|
la seduta |
la riunione |
la conferenza |
la propaganda |
la parola
d’ordine |
la
manifestazione |
|
|
il tabellone
elettorale |
il braccio di
ferro |
il
provacatore |
il segretario |
lo scrutatore |
la
disoccupazione |
|
|
il registro
elettorale |
la cabina |
l’urna |
la Croce
Rossa |
rassegnare le
dimissioni |
la
benevolenza |
|
|
la dottrina |
il sindicato |
il reddito |
il salario |
la
retribuzione |
lo sciopero |
|
|
la
costituzione |
il partito |
il popolo |
il cittadino |
il potere |
la crisi di
governo |
|
|
il disordine |
il sistema |
l’inquina-
mento |
la droga |
attuale |
affrontare |
|
|
impegnarsi |
garantire |
la regione |
la provincia |
il comune |
la magistratura |
|
|
il visto
(consolare) |
il giudice |
l’ospedale |
l’aiuto |
il reportage |
Il repubblicano |
|
|
il
democratico |
il caos |
il socialista |
il fascista |
il nazista |
il
nazionalistà |
|
|
il comunista |
il liberale |
il sindaco |
il ministro |
il capo |
il
neo-nazista |
|
|
il
conservatore |
il primo
ministro |
l’assessore
comunale |
la pace |
il debito |
il
social-democratico |
|
|
il capitale |
l’ambasciatore |
|||||
Nome __________________________________ Data _____________________
Scelga un tema/argomento preso dalla
pagina Web scelta dal Suo professore. Durante l’indagine, usi questo schema per valutare la pagina Web secondo la
facilità di navigazione e di contenuto.
Studio di un
tema che conosce bene/poco - Tema scelto_______________________
Caratteristiche Chiavi
_________________________________________________________________
La Navigazione
q Mezzi
stabiliti _____________________________________________________________________
q Collegamenti
chiaramente segnati______________________________________________________
q
“Home Page” è a portata di mano e facile di raggiungere
___________________________________
q Elementi
o colori comuni ____________________________________________________________
q Mappa
del luogo è sempre disponibile __________________________________________________
q Massimo due collegamenti necessari per arrivare all’obiettivo ______________________________
q Scelta
disponibile per cercare il luogo
___________________________________________________
Contenuto
q Domande
frequentemente fatte_________________________________________________________
q Preciso e ben investigato _____________________________________________________________
q Comprensione
di vasta portata e di alta qualità ____________________________________________
q Aggiornato
________________________________________________________________________
q I
materiali di consultazione sono stati citati
______________________________________________
q Altre
letture sono disponibili __________________________________________________________
Come
valuterebbe questo luogo secondo la Sua ricerca per l’informazione già
conosciuta e per lo schema qui annotato?
Dia evidenza
per giustificare le Sue conclusioni. È stata utile la Sua informazione?
Spieghi! Scriva un paragrafo in forma di reportage valutando la qualità totale
della pagina Web.
Usi
lo spazio indicato per valutare il saggio.
A/ Tesi - Scriva la dichiarazione della tesi di questo saggio.
_____________________________________________________________________________________
_____________________________________________________________________________________
B/ Organizzazione - Usi il seguente schema
per fare appunti del riassunto del saggio. Indichi
l’informazione di ogni paragrafo.
|
Paragrafo |
Contenuto |
|
1 |
|
|
2 |
|
|
3 |
|
|
4 |
|
|
5 |
|
|
6 |
|
|
7 |
|
|
8 |
|
|
9 |
|
|
10 |
|
1. L’autore ha usato la forma di blocco o di punto per punto?
2. L’uso di comparazione (alliterazione, ecc.) è stata una forma efficace per convalidare la tesi? Spieghi.
C/ Conclusione
1. Valuti
l’efficacia della conclusione usando una classifica da 1 a 5, con uno per una
conclusione debole e 5 per una conclusione eccellente. Classifica _______.
2. Spieghi le Sue ragioni per questa classifica.
*
This rubric is intended as a formative feedback instrument to enable the
student to acquire the highest achievement level.
|
Categoria/Aspettative/ Criterio |
Livello 1 |
Livello 2 |
Livello 3 |
Livello 4 |
|
Knowledge/ Understanding Comprensione del
contenuto Conoscenza delle convenzioni linguistiche e
della grammatica (es: tempo dei verbi, ortografia, punteggiatura,
vocabolario, ecc.) |
- dimostra
una comprensione limitata del contenuto - dimostra
una conoscenza limitata delle convenzioni linguistiche e della grammatica |
- dimostra
poca compresione del contenuto - dimostra
poca conoscenza delle convenzioni linguistiche e della grammatica |
- dimostra
sufficente compresione del contenuto - dimostra
sufficente conoscenza delle convenzioni linguistiche e della grammatica |
- dimostra
una grande comprensione del contenuto - dimostra
una grande conoscenza delle convenzioni linguistiche e della grammatica |
|
Thinking/Inquiry Creatività
- dettagli creative |
- usa le
capacità creative con efficacità limitata |
- usa le
capacità creative con poca efficacità |
- usa le
capacità creative con sufficente efficacità |
- usa le
capacità creative con grande efficacità |
|
Communication Communicazio-ne della tesi Progressione
delle idee Lo
stile di transizione |
- comunica la
tesi con chiarezza limitata - presenta le idee in forma illogica - usa uno stile poco chiaro e limitato |
- comunica la
tesi con poca chiarezza - presenta le idee in forma poca logica - usa uno stile mediocre e poco chiaro |
- comunica la
tesi con sufficente chiarezza - presenta le idee in forma logica - usa uno stile ordinario e chiaro |
- comunica la
tesi con molta chiarezza - presenta le idee in forma molta logica - usa uno stile superiore e molto chiaro |
|
Application L'uso del linguaggio in contesti nuovi L'uso di strutture delle frasi e di convenzioni
linguistiche L'uso di materiali di consultazione Il processo di scrittura |
- dimostra
un’abilità limitata nel uso del linguaggio in contesti nuovi - dimostra
un’abilità limitata nelle strutture delle frasi e nell’uso di convenzioni
linguistiche - usa pochi
materiali di consultazione - dimostra
un’abilità limitata nel processo di scrittura |
- dimostra poca abilità nel uso del linguaggio in contesti nuovi - dimostra
poca abilità limitata nelle strutture delle frasi e nell’uso di convenzioni
linguistiche - usa alcuni
materiali di consultazione - dimostra
poca abilità nel processo di scrittura |
- dimostra
sufficente abilità nel uso del linguaggio in contesti nuovi - dimostra
sufficente abilità nelle strutture delle frasi e nell’uso di convenzioni
linguistiche - usa
sufficenti materiali di consultazione - dimostra
sufficente abilità nel processo di scrittura |
- dimostra
una grande abilità nel uso del linguaggio in contesti nuovi - dimostra
una grande abilità nelle strutture delle frasi e nell’uso di convenzioni
linguistiche - usa molti
materiali di consultazione - dimostra una grande abilità nel processo di scrittura |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
Coded Expectations, International Languages, Level 4,
University Preparation, LBADU-LYXDU
LIV.01 · demonstrate an understanding of a variety of 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 a variety of oral
messages and identifying key ideas and information (e.g., comment on views
expressed in conversations and discussions);
LI1.02 – demonstrate the ability to extract information from complex oral
messages conveyed through various media and formal presentations (e.g., prepare
a synopsis of a radio or television documentary that focuses on current
issues);
LI1.03 – demonstrate an understanding of cultural aspects of the international
language by identifying regional differences in language as well as different
levels of language.
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 in the international
language with accuracy and fluency;
SP1.02 – participate in conversations and group discussions using vocabulary
and language structures appropriate to the level (e.g., take part in a debate
on desirable careers);
SP1.03 – express personal opinions and explain ideas in a variety of prepared
and open-ended conversations (e.g., participate in a videoconference with
students from another school);
SP1.04 – demonstrate an understanding of the culture of countries where the
language is spoken in a variety of creative activities (e.g., dramatize a
literary work).
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
supporting details, selections from a variety of texts,* including a minimum of
three genres (e.g., novels, plays, film scripts);
*Note: students are expected to read
at least 200 pages of text (100 intensive, 100 extensive) at this level.
RE1.02 – read aloud with accuracy and fluency;
RE1.03 – demonstrate the ability to make inferences and predictions concerning
characters and events in short stories
and novels, as well as connections between ideas and facts in ono-fiction
works;
RE1.04 – respond to a range of texts in a variety of media by relating the
ideas and themes to contemporary issues and personal experiences;
RE1.05 – demonstrate an understanding of the culture of countries where the
language is spoken in a variety of complex and well-researched projects (e.g.,
prepare a presentation on a historical or cultural topic using a variety of
print resources).
WRV.01 · write for a variety of purposes and audiences, using vocabulary and
language structures appropriate to the level.
WR1.01 – write reports and compositions, using vocabulary and language
structures appropriate to the level (e.g., write a book or film review);
WR1.02 – express ideas and feelings in writing, using increasingly complex
forms (e.g., write short essays and narrative, descriptive, and expository
passages);
WR1.03 – revise and edit their work for accuracy of content and logical
organization of ideas, with input from peers and the teacher;
WR1.04 – edit and proofread their work, with attention to accuracy in the use
of vocabulary and language structures, using input from peers and the teacher
as well as a variety of other resources (e.g., print and electronic
dictionaries, spell-check and grammar features of software programs);
WR1.05 – demonstrate knowledge of the culture of countries where the language
is spoken in well-researched reports and essays (e.g., write an essay on the
literature, music, or art of 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