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Course
Profile International Languages, Level 4 (LWSDU), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: International
Languages (Spanish), Level 3, University Preparation
This course prepares
students for university studies in the Spanish language. Students will enhance
their ability to use the language with clarity and precision, and 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, and write clearly and effectively. Students will also
have opportunities to add to their knowledge of the culture of the countries
where Spanish is spoken through the use of community resources and computer technology.
The study of the
Spanish 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,
should accommodate individual student needs. Cross-curricular integration
assists students in making connections to other disciplines globally.
|
Unit 1 |
Después de
graduarse |
20 hours |
|
Unit 2 |
¿Cuál es el futuro
de nuestro planeta? |
21 hours |
|
Unit 3 |
¿Estás al día? |
23 hours |
|
* Unit 4 |
Problemas sociales
y soluciones posibles |
22 hours |
|
Unit 5 |
¡Adelante!
Explorar la literatura |
24 hours |
* This unit is fully
developed in this Course Profile.
Time: 20
hours
Unit Description
This unit is
expected to provide students with a comprehensive review of Spanish, 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 and 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 humanity, the value of work, and the rewards of
volunteer work in our evolving world.
Strand(s): Oral Communication (Listening,
Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
L1V.01, SPV.01,
REV.01, WRV.01, LI1.01, SP1.01,.02, RE1.02 CGE1g,1i,2b,3d,
4e,4g,7j |
Knowledge/
Understanding Thinking/ Inquiry Communication
Application |
Bienvenido al futuro -
Repasar el futuro del indicativo y su uso en
expresiones de probabilidad, y el condicional -
Repasar y elaborar el vocabulario del
trabajo, profesiones y carreras -
Repasar y discutir la importancia del trabajo
voluntario -
Coleccionar información sobre las
universidades actuales -
Imaginar una universidad ideal del futuro |
|
2 |
L1V.01, SPV.01,
REV.01, WRV.01, LI1.01,.02, SP1.01,.02, RE1.02, WR1.01,.02,.03,.04 CGE1d,3b,4b,4c,7a |
Knowledge/ Thinking/ Inquiry Communication
Application |
¿Adónde ir? -
Repasar el comparativo y el superlativo de
los adjetivos y sustantivos regulares e irregulares -
Hacer un anuncio publicitario sobre la
universidad ideal |
|
3 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01,.02, SP1.01,.02, RE1.02,.04, WR1.01,.02,.03,.04 CGE1d,3b,5c,7i |
Knowledge/ Thinking/ Inquiry Communication Application |
Volver al futuro -
Repasar el posesivo y las contracciones y el
uso de las conjunciones “e” y “u” -
Enseñar el vocabulario de los productos
útiles del futuro como los aparatos electrodomésticos, los coches plegables,
etc. -
Crear un producto futurístico |
|
4 |
REV.01, WRV.01, RE1.03, WR1.01,.02,.03,.04 CGE1c,1e,1h,1j,4a,6c,7d,7f |
Knowledge/ Thinking/ Inquiry
Application |
Mi mundo utópico -
Enseñar el futuro perfecto del indicativo y
de probabilidad, el condicional pasado y los diminutivos -
Escribir una composición; Mi mundo ideal |
|
5 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/ |
Un mundo “Atlántida” virtual -
Discutir “Atlántida” -
Crear y presentar un mundo subacuático y
tridimensional en usando un programa de computadora |
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. 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 values of
peace, justice, and solidarity.
Strand(s): Oral Communication (Listening,
Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, REV.01,
WRV.01, |
Knowledge/ |
La “política” -
Repasar el presente del indicativo y el
pretérito perfecto del indicativo -
Enseñar el vocabulario del ambiente político
del mundo y el presente del subjuntivo -
Hacer una búsqueda sobre el uso del
subjuntivo en los periódicos electrónicos |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/ |
Un encuentro interesante -
Enseñar las expresiones para expresar
emociones, duda, creencia, esperanza y otras expresiones impersonales y las
conjunciones subordinadas -
Entrevistar un líder de un país
preferido/escogido a través de una teleconferencia |
|
3 |
LIV.01, REV.01,
WRV.01, |
Knowledge/ |
Cuando se cruzan los caminos -
Enseñar el subjuntivo pasado -
Escribir un ensayo sobre un producto
bioquímico |
|
4 |
LIV.01, SPV.01,
REV.01, WRV.01, |
Knowledge/ |
¿Soluciones sencillas? -
Continuar el estudio del subjunctivo presente
y pasado -
Hacer un debate sobre un reciente problema
mundial visto de una prospectiva cristiana |
Time: 23 hours
Unit Description
Students examine and appreciate the diversity
of the media, particularly in the Hispanic world. Exploration of radio,
television, newspapers, magazines, theatre, and the Internet enhances their
knowledge and understanding of the cultural life of Hispanics. The creation of
a cyberspace newspaper or magazine allows students to take initiative and
demonstrate Christian leadership. Students integrate their Catholic faith in an
analysis/critical review and presentation of a media venue, e.g., prayers and/or
poetry adapted to music.
Strand(s): Oral Communication (Listening,
Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learing
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01,.02, SP1.01,.03, RE1.02,.04, WR1.01,.03,.04 CGE1c,1i,2e,3e,4h,6e |
Knowledge/ Thinking/Inquiry Communication Application |
Yo no tengo soledad -
Enseñar el vocabulario asociado con los
medios de comunicación -
Hacer una encuesta y un reportaje sobre los
gustos de los medios de comunicación |
|
2 |
LIV.01, REV.01,
WRV.01, LI1.01,.02, RE1.02, WR1.01,.02,.03,.04 CGE1c,1d,2b,2c,3b, 3f,3e,4c |
Knowledge/ Thinking/Inquiry Application |
La pista cibernética -
Repasar los adjetivos demonstrativos -
Enseñar los pronombres demonstrativos -
Crear un periódico o una revista en el
espacio cibernético |
|
3 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01, SP1.01, RE1.02 CGE1e,1f,6b,6d,7d |
Knowledge/ Thinking/Inquiry Communication Application |
¿Cómo se expresa el alma? -
Repasar los infinitivos -
Enseñar el gerundio, los tiempos progresivos -
Buscar un ejemplo de poesía y de oración
hispana en el Internet y adaptarlo a la música o al baile |
|
4 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01, SP1.01, RE1.02, WR1.01,.02,.03,.04 CGE1c,2e,5h |
Knowledge/ Thinking/Inquiry Communication Application |
Manual de comunicación -
Repasar el imperfecto del indicativo -
Enseñar la voz pasiva en el presente y el
futuro, indicar el uso de la tercera persona plural de los verbos como
sustitución, y enseñar el pluscuamperfecto del indicativo -
Enseñar el uso de “se” reflexivo como voz
pasiva -
Crear un manual de instrucciones que ilustre
lo que se necesita para comunicar efectivamente en el mundo tecnológico |
|
5 |
LIV.01, SPV.01, REV.01, WRV.01, LI1.01,.02, SP1.01,.02,.03,.04, RE1.01,.02,.04, WR1.01,.02,.03,.04 CGE1d,2a,2c,3f,5b |
Knowledge/ Thinking/Inquiry Communication Application |
Exposición oral -
Hacer una crítica que trate de un medio de
comunicación, por ejemplo, una emisión televisiva, un drama o un vídeo musical |
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 more problem solving. Further study of
the subjunctive will include activities to promote its use. Through the
students’ research, equality, democracy and solidarity, as witnessed in
Catholic social teachings, are promoted and presented in an oratory format.
Strand(s): Oral Communication (Listening,
Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01,.02,.03, SP1.01,.02,.03, RE1.02,.04, WR1.01 CGE1d,1h,2b,2d, 3c,6a,7f |
Knowledge/ Thinking/ Inquiry Communication Application |
Buscar e investigar problemas -
Repasar los números más de 1.000 -
Enseñar/repasar los números ordinales -
Enseñar/repasar las abreviaturas, por
ejemplo, EE.UU. -
Investigar problemas sociales del mundo y
discutirlos |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01,.02,.03, SP1.01.,02,.03, RE1.02,.04, WR1.01,.02,.03,.04 CGE1d,1e,1h,2c,3b,3c,4a,6c,7c |
Knowledge/ Thinking/ Inquiry Communication Application |
Resoluciones hipotéticas -
Enseñar el imperfecto del subjuntivo y el
pluscuamperfecto del subjuntivo -
Crear situaciones hipotéticas en las cuales
se discutan soluciones posibles en el siglo siguiente y presentarlas en un
vídeo- documental |
|
3 |
LIV.01, REV.01,
SPV.01, WRV.01, LI1.01, SP1.01.,02, RE1.01,.03,.05, WR1.01,.02,.03,.04 CGE2c,3b,4c,5c,7a,7d |
Knowledge/ Thinking/ Inquiry Communication Application |
Si fuera… -
Enseñar el vocabulario relacionado con la
historia de nuestro planeta y del mundo hispánico -
Enseñar el subjuntivo en el uso de ciertas
cláusulas adverbiales (tan pronto como, hasta que, antes de que, etc.) -
Escribir un ensayo usando frases simples y
compuestas: “Si fuera un personaje histórico,…” |
|
4 |
LIV.01, SPV.01, REV.01, WRV.01, LI1.01.,02,.03, SP1.01,.02,.03,.04, RE1.02,.04, WR1.01,.02,.03,.04 CGE1d,1e,1h,2e,3f,4g,5c,6c,7e,7g |
Knowledge/ Thinking/ Inquiry Communication Application |
¿Soluciones? -
Repasar el subjuntivo -
Enseñar la concordancia de los tiempos
verbales -
Crear un libro “ hablante” sobre el tema, por
ejemplo, “Si pudieras construir una
muralla alrededor de tu país ¿a quién(es) o qué dejarías entrar, prohibirías
entrar, etc.?” |
|
5 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01,.02,.03, SP1.01.,02,.03,.04, RE1.02,.05, WR1.01,.02,.03, CGE1d,2c,3c,3f,4a,5g,7f |
Knowledge/ Thinking/ Inquiry Communication Application |
Pronunciar un discurso -
Escribir y presentar un discurso sobre un
problema social dando soluciones posibles |
Time: 24
hours
Unit Description
Through a
comparative study of genres, modern Hispanic literature (short stories, plays,
novels, and poetry), students gain an appreciation of Hispanic culture around
the world. Analysis of the characters, the plot, and the themes allows students
to acquire 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 contrasts Gospel moral values (e.g., forgiveness,
love thy neighbour, etc.). Research is based on a global perspective using
technological resources while exercising Christian leadership.
Strand(s): Communication
(Listening, Speaking), Reading, Writing
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus/Tasks/Activities |
|
1 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.01, SP1.01,.02, RE1.01,.02,.03,.04,.05 CGE 1d,2b,3c,7f |
Knowledge/ Thinking/Inquiry Communication Application |
Una obra de las tantas -
Repasar el vocabulario asociado con la
literatura -
Presentar y estudiar varios géneros de
literatura, por ejemplo, la novela, el teatro, el cuento y la poesía |
|
2 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.02,.03, SP1.01,.04, RE1.03 CGE1d,1j,2c,3b,4g |
Knowledge/ Thinking/Inquiry Communication Application |
Oda a la charla -
Enseñar el uso del discurso indirecto -
Presentar unos personajes de una obra
literaria estudiada y explicar su interacción en forma de telenovela |
|
3 |
LIV.01, SPV.01, REV.01, WRV.01, LI1.01, SP1.01,.04, RE1.01,.02,.03,. CGE1i,2e,3b,4b,5g,7f |
Knowledge/ Thinking/Inquiry Communication Application |
¡Acción! -
Enseñar los proverbios y dichos -
Dramatizar/adaptar una obra moderna de teatro
hispano |
|
4 |
REV.01, WRV.01, RE1.01,.03,.05, WR1.01,.02,.03,.04,.05 CGE1d,2e,3f,5g,7f,7g |
Knowledge/ Thinking/Inquiry Application |
Después de leer -
Hacer un estudio escrito comparativo sobre
géneros de literatura estudiada |
|
5 |
LIV.01, SPV.01,
REV.01, WRV.01, LI1.02, SP1.01,.04, RE1.02,.03,.04,.05, WR1.01,.02,.03,.04,.05 CGE1a,1h,1j,2c,3a,3d,4a, |
Knowledge/ Thinking/Inquiry Communication Application |
Adelante con la imaginación -
Crear un propio cuentito y presentarlo |
At the end of this
course, teachers have the opportunity to assess the overall effectiveness of
their programs. Teachers may utilize a student evaluation form 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 Spanish program to improve student achievement of
the expectations.
A wide variety of
teaching and learning strategies should be employed to sustain student interest
and maximize learning. All types of learning styles should 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 (Internet, video, and print) must be
previewed before use. Information technology has been included for all units in
the course overview.
Teachers should
assess what students learn and how well they learn. Teachers should also
provide opportunities for students to examine and reflect on their personal
values, abilities, and aspirations and on how these 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., tests, checklists,
rubrics, etc.). Teachers should use a repertoire of assessment techniques,
including diagnostic, formative, and summative assessment to include student
achievement of Ministry and Ontario Catholic School Graduate Expectations.
A final grade is
recorded for each Spanish 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 suitable to the course content and administered near the end of the
course. It should assess the three strands of Oral Communication (Listening and
Speaking), Reading, and Writing.
The final mark
should reflect the expectations of the three strands: Oral Communication
(Listening and Speaking), Reading, and Writing.
Teachers are
expected to be acquainted with students’ Individual Education Plans (IEP), the
unique learning characteristics of 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,
modify written tests. Every attempt is made by the teacher to accommodate
students’ individual needs in order to increase their success in the course.
Teachers:
·
consult with
Special Education personnel while reviewing Individual Education Plans (IEPs)
of students with special needs, noting recommendations and accommodations for
all identified students, e.g., gifted, students with physical, behavioural
and/or intellectual challenges, and students with learning disabilities;
·
are prepared 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.
Specific
resources have been included in the course overview for the units and
activities. Community resources are also very useful: community organizations,
clubs, embassies, consulates, bookstores, travel agencies, newspaper, radio and
television stations, theatres, museums, art galleries, local churches,
libraries (city, university and college) multimedia resources, and guest
speakers from the Hispanic community (or within the schools).
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.”
Barlow,
Genevieve and William Stivers. Leyendas
latinoamericanas. Lincolnwood, Illinois: National Textbook Company, 1996.
ISBN 0-8442-7239-6
Barlow,
Genevieve and William N. Stivers. Leyendas
mexicanas. Lincolnwood, Illinois: National Textbook Company, 1996. ISBN
0-8442-7238-8
Barlow,
Genevieve and William N. Stivers. Stories
from Spain: Historias de España. Lincolnwood, Illinois: National Textbook
Company, 1998. ISBN 0-8442-7241-8
Cabazon,
M.J. Nosotros los jóvenes. Toronto,
Ontario:Harcourt, 1989. ISBN 0-15-388350-2
Carlson,
Lori Marie. You’re On! Seven Plays in
English and Spanish. New York: Morrow Junior Books, 1999. ISBN
0-688-16237-1
Chastain,
Kenneth. Exploraciones en literatura.
Illinois: National Textbook Company, 1994.
ISBN 0-8442-7659-6
Dreke,
Michael, Wolfgang Lind, and Margaret Schulbach Rüping. Español en Pareja. Estímulos para hablar en la clase de español
comunicativa. Hojas de trabajo para principantes y avanzados. Berlin,
Germany: Druckhaus Langenscheidt, 1991. ISBN 3-468-49998-1
Funston,
James F. Somos Así ¡Ya!. Saint Paul,
Minnesota: EMC Paradigm Publishing, 2000.
ISBN 0-8129-1937-7
Gibaldi,
Joseph. MLA Handbook for Writers of
Research Papers. New York: The Modern Languages Association of America.
1999. ISBN 0-87352-975-8
González,
J.R. Literatura Moderna Hispánica. An
Anthology. Lincolnwood, Illinois: National Textbook Company, 1995. ISBN
0-8442-7029-6
Iacofano,
Judy. Foreign Language Teacher’s Internet
Yearbook. Auburn, Hills, MI: Teacher’s Discovery, 1996.
Juntos Dos y Tres. (textbooks) Juntos Magazines. New Jersey:
Prentice-Hall, Inc., 1997.
ISBN 0-13-838905-5 (Dos) and ISBN
0-13-415761-3 (Tres)
Leigh,
Heather. Por correo. England:
Longman, 1986. ISBN 0-582-33157-9
Medley, Jr.,
Frank W., Carolyn L. Hansen, and Gillian D. Paul. ¡Sin Duda! Más lecturas al día. Boston, Massachusetts: Heinle &
Heinle Publishers, 1993. ISBN0-8384-2378-7
Muckley,
Robert L. and Eduardo E. Vargas. Cuentos
puertorriqueñeos. Illinois: National Textbook Company, 1995. ISBN
0-8442-7043-1
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.
Olivello de
Castello, Matilde. ¡Ya Comprendo! A
Communicative Course in Spanish. New York: Macmillan Publishing Co., 1990.
ISBN 0-02-320151-7
Plue, Leo,
Warren Palmer, and Cheryl Karakokkinos. Careers
Today and Tomorrow. Toronto, Canada: Irwin Publishing Ltd., 2000. ISBN
0-7725-2852-7
Reid,
Elizabeth. Spanish Lingo for the Savy
Gringo. Round Rock, TX: In One Ear Publications, 2000. ISBN 1-881791-08-04
Repaso. A Complete Review Workbook for Grammar,
Communication, and Culture.
NTC: Illinois, 1997. ISBN 0-8442-7412-7
Rouve, Sonia and Ray
Symons. Direct from Spain Authentic Materials for Reading and Conversation
for Advanced-Beginning and Intermediate Students. Lincolnwood, Illinois:
NTC, 1994. ISBN 0-8442-7355-4
(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.)
Aldecoa,
Ignacio. Cuentos. Toronto, Ontario:
Irwin Publishing-EMC Corp., 2001. ISBN 0-88436-283-3
Andrade,
Marcel C. El Cid - An adaptation in prose
for intermediate students. Illinois: NTC, 1992.
ISBN 0-8442-7119-5
Andrade,
Marcel C. Lazarillo de Tormes
(Adapted for Intermediate Students). Illinois: NTC, 2000.
ISBN 0-658-00570-7
Asturias. Leyendas de Guatemala. Toronto, Ontario:
Irwin Publishing-EMC Corp., 2001.
ISBN 0-88436-290-6
Axtaga. Lista de locos y otros alfabetos.
Toronto, Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-1863-X
Baroja, Pio.
Las inquietudes de Shantí Andía.
Toronto, Ontario: Irwin Publishing-EMC Corp., 2001. ISBN 0-88436-062-8
Blasco,
Ibáñez. Sangre Y Arena. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 84-294-3439-92436-062-8
Buñuel,
Miguel. Las tres de la madrugada.
Toronto, Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-88436-061-X
Cela, Camilo
José. Y el planeta en punto. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-1206-2
Cervantes,
Miguel de. Don Quijote de la Mancha. Primera Parte y Segunda Parte. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001. ISBN 0-88436-056-3 and ISBN
0-88436-887-4
Díez, Luis
Mateo. Tres cuentos. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-1209-7
EMC
Corporation. ¡A la aventura! (readers:
levels 1-4) La guitarra misteriosa. Los
secretos de familia. Un grabado de
Goya. El penitente elusivo. Toronto, Ontario: Irwin Publishing-EMC Corp.,
2001.
ISBN 0-88436-858-0
Fabiola,
Franco. El novio robado. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-0062-5 (complete kit: audiocassettes, textbook, workbook &
teacher’s guide)
Fabiola,
Franco. El concierto siniestro.
Toronto, Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-0063-3 (complete kit: audiocassettes, textbook, workbook &
teacher’s guide)
Gaite. Caperucita en Manhattan. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-1861-3
Gaite. Las ataduras. Toronto, Ontario: Irwin
Publishing-EMC Corp., 2001.
ISBN 0-8219-1057-4
Galdós,
Benito Perez. Tristana. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-88436-279-5
Llamazares,
Julio. Mi tío Mario. Toronto,
Ontario: Irwin Publishing-EMC Corp., 2001.
ISBN 0-8219-1473-1
Manuel. El Conde Lucanor. Toronto, Ontario:
Irwin Publishing-EMC Corp., 2001. ISBN 0-88436-917-X
Matute, Ana
María. Historias de la Artámila.
Toronto, Ontario: Irwin Publishing-EMC Corp., 2001. ISBN 0-88436-889-0
Millás. Papel Mojado. Toronto, Ontario: Irwin
Publishing-EMC Corp., 2001. ISBN 0-88436-999-4
Neruda,
Pablo. Neruda’s Garden: An Anthology of
Odes. Pennsylvania: Latin American Literary Review Press 1995.
ISBN0-935480-68-4
Prentice
Hall Choices in Literature (Anthology). Selecciones
Literarias (Copper, Bronze, Silver). New Jersey: Prentice Hall, 1997. ISBN
0-113-418047-X (Bronze), 0-13-418039-9 (Copper)
Sanchez-Silva,
José María. Marcelino Pan y Vino. Dinamarca:
Grafisk Forlag A/S, 1975.
ISBN 87-429-7731-2
Varona-Lacey,
Gladys M. Introducción a la literatura Hispano-Americana: de la conquista al
siglo XX. Illinois: NTC 1997. ISBN 0-8442-7679-0
Valette,
Rebecca. Album: Cuentos del Mundo
Hispánico. Toronto, Ontario: Heath, 1984.
ISBN 0-669-0678-2
Zorilla. Don Juan Tenorio. Ottawa, Ontario: Girol
Books Inc., 1998. ISBN 84-2944048-8
Chicos, Muchachos, Todos Amigos. ELI Distributors, The Resource Centre, P.O. Box
190 Waterloo, Ontario N2J 3Z9 Tel. (519) 885-0826, Fax (519) 747-5629
Ediciones
Paulinas 3022 Dufferin, Toronto, Ontario M6B 375 (416) 781-9131 (Religious
materials)
Liapunou, M. Juntos Dos Magazines. Toronto: Marangr,
1997. ISBN 0-13-4115704-04
Batalla
de palabras. Roanoke: Gessler
Publishing Co., Inc., 1987. (software)
Gaiero,
Robert D. Spanish Bit by Bit 1, 2, 3.
St. Catherines: Tutor Enterprises, 1996. (software)
Spanish for Everyone. Cambridge: The Learning Company, 1997. ISBN
0-7630-1489-3 (CD-ROM)
Video, A Piece of the Puzzle (Guidance
Department or contact Fairmeadow Centre, Toronto District School Board,
416-395-4920)
Arrow Film
Distributors – www.arrowfilms.co.uk
FilmArobics,
Inc. Vernon Hills, Illinois. Webpage – www.filmarobics.com Fax: 1-847-367-5669
Films for
the Humanities and Sciences. P.O. Box 1051, Fort Erie, ON L2A5N8
1-800-257-5126, Webpage – www.films.com (vast selection of Spanish/Latin
American film and videos of artists, writers, history and culture). Acts of Faith: Jewish Civilization in Spain.
(English, 52 minutes, colour)
ISBN #ECX3989, Christians, Jews, and
Moslems in Medieval Spain. (English, 33 minutes, colour)
ISBN # ECX1958, Ignacio de Loyola
(Spanish, 60 min. colour), ISBN # ECX11378, The
Religions of the Book (English, 48 min. colour), ISBN # ECX8387, La Isla de Las Almas. (Spanish with
English subtitles) ISBN # ECX9112
Teacher’s
Video Company, a division of Global Video, LLC, P.O. Box 4455-1F108 Scottsdale,
Arizona, 1-800-262-8837 www.teachersvideo.com Romero.Teacher’s Video Company, (English, PG-13, 105 minutes), Item
# R0S
The URLs for the
websites were 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.
|
Yahoo – Spanish |
Lycos – Spanish |
|||
|
www.yahoo.com |
www.lycos.es |
|||
|
Excite – Spanish |
AltaVista –
English |
|||
|
www.excite.es |
www.altavista.com |
|||
|
Canadian space
guide |
An elegant
multi-lingual searchengine |
|||
|
OMLTA |
Modern Language
Association of America |
|||
|
webhome.idirect.com/~omlta/ |
www.mla.org/ |
|||
|
American Council
on the Teaching of Foreign Languages |
La Tuna |
|||
|
www.actfl.org/ |
tuna.upv.es/ |
|||
|
Biblia |
Latin Music
Company |
|||
|
www.catolicos.org/biblias.htm
|
www.fonovisa.com/ |
|||
|
Sí, Spain |
Ancient History |
|||
|
www.SiSpain/english/index.html
|
http://www.classics.Isa.Umich.edu |
|||
|
Documentos de
Santos |
Folk Dancing in
Mexico |
|||
|
www.catolicos.org/documentossantos.htm
|
www.alegria.org |
|||
|
Countries Online |
Links to Latin
American Sites |
|||
|
www.altapedia.com/online/contents.htm |
www.latinolink.com |
|||
|
A World of
Information |
Mexico Online |
|||
|
www.emulateme.com |
www.mexicool.com |
|||
|
Madrid Monthly |
Spain’s Office of Tourism |
|||
|
www.softdoc.es/ |
http:www.okspain.org |
|||
|
Latin America |
Cyber Spain |
|||
|
latinworld.com |
www.cyberspain.com/ |
|||
|
Virtual Spain |
Chile |
|||
|
www.clark.net/pub/jumpsam/index.html |
sunsite.dcc.uchile.cl/chile/chile.html |
|||
|
Tour Spain |
Dictionaries |
|||
|
www.spaintour.com/indexe.html |
www.onelook.com |
|||
|
Mexico City |
More Spanish Resources |
|||
|
www.mexicocity.com.mx
|
www.cfls.ndhq.dnd.ca/spa.html |
|||
|
Guatemala |
Videos |
|||
|
www.eecs.wsu.edu/~pomero/literatura/guatemala.html |
www.madridman.com/ |
|||
|
Peru |
Spain’s Foremost
Newspaper |
|||
|
www.peru-info.com/ |
www.elpais.es |
|||
|
Familias Católicas |
Bilingual Magazine |
|||
|
www.catolicos.org/familias.htm |
www.enespanol.com/home.html |
|||
|
Language
Translation |
Spanish Literature
Links |
|||
|
www.logos.it
dictionaries.travlang.com |
www.geocities.com/~lagringa/litspn.html |
|||
|
Grammar Worksheets |
Celebrating
Hispanic Heritage |
|||
|
http://php.indiana.edu/~jsoto/ejercicios.html
|
http://www.gale.com/freresrc/chh/ |
|||
|
Self-Check
Exercises |
PBS Teacher
Source: Hispanic Heritage |
|||
|
mld.ursinus.edu/~jarana/Ejercicios/self_check.html |
http://www.pbs.org/teachersource/thismonth/sept00/index.shtm |
|||
|
Newspaper – El
Popular noticias.ole.es |
Hispanic Heritage
Awards http://www.hispanicawards.org/ |
|||
|
Costa Rican
Newspaper |
Classroom Connect |
|||
|
www.nacion.co.org |
http://www.classroom.com |
|||
|
Virtual Tourist |
Spanish Language
and Culture |
|||
|
www.vtourist.com/ |
http://globegate.utm.edu/spanish/span.html |
|||
|
Magazines Galore |
City Net-Cities
and Countries |
|||
|
www.enews.com |
http://www.city.net/countries/ |
|||
|
CNN en español |
Páginas Amarillas |
|||
|
www.cnnenespanol.com |
www.amarillas.com |
|||
|
National
Geographic Society Online |
Films |
|||
|
www.nationalgeographic.com |
http://www.voicegroup.com/ |
|||
|
Latin American
Studies Virtual Library |
Media |
|||
|
www.lanic.utexas.edu/las.html |
http://www.pluribusmedia.com/ |
|||
|
Electronic Embassy |
Spanish Media |
|||
|
www.embassy/org/ |
http://unt.edu/flli/spanish6htm |
|||
|
Univision
(television station from Miami) |
News from Columbia |
|||
|
www.univision.net/startpage.html |
www.elheraldo.com.co |
|||
|
Jobs/Careers/Tradeswww.monster.com |
Flamenco Dancing |
|||
|
www.jobdirect.com |
www.andalucia.com/flamenco/home/htm |
|||
|
careers.yahoo.com |
Worldwide Newspapers |
|||
|
www.jobsleuth.com |
www.all-links.com/newscentral |
|||
|
www.employmentspot.com |
Canadian Museum of
Civilization |
|||
|
Celebrating
Hispanic Heritage: Historical Mini-articles |
Canadian
universities |
|||
|
http://www.somosprimos.com/heritage.htm#Mini-articles |
Myfuture.ca |
|||
|
Hyperhistory |
El Oteador |
|||
|
www.hyperhistory.com |
http://cvc.cervantes.es/oteador |
|||
|
History Links |
United Nations |
|||
|
www.ukans.edu/history/VL |
http://www.pbs.org/tal/un |
|||
Teachers refer to The Ontario Curriculum, Grades 11 and 12,
Classical Studies and International Languages, 2000. It is the
responsibility of the teacher to review 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 support many of the Ontario Secondary School Policies as well as The Ontario Catholic School Graduate
Expectations.] Teachers are to be familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements, 1999.
|
el abogado |
el actor |
el arquitecto |
el artista |
el astronauta |
el
bibliotecario |
|
el bombero |
el camionero |
el carnicero |
el carpintero |
el cartero |
el científico |
|
el contador |
el dentista |
el
electricista |
el enfermero |
el granjero |
el marino |
|
el mecánico |
el médico |
el periodista |
el pescador |
el piloto |
el plomero |
|
el policía |
el profesor |
el soldado |
el taxista |
el veterinario |
|
Required Materials: Computer slide presentation
software, teacher librarian (if available), and a computer disk for each
student in order to save work
Steps:
1. Review basic concepts regarding computer slide
presentation: slide, layout, views, (normal, outline, etc.).
2. Review toolbars and icons needed to complete
the assignment: standard, formatting, common tasks, etc.
3. Start software and have students create a
blank presentation.
4. Students select the first highlighted slide
using the New Slide dialogue box.
5. Students key in Name and Course.
6. Students create a second slide by clicking
the New Slide Icon.
7. Students select Auto layout Number 2.
8. Students enter the title of their choice,
then add 3 bulleted lines of text to complement the title.
9. Students create a third slide by clicking the
New Slide Icon.
10. Students select the Auto layout slide that
contains clip art on the left and bulleted text on the right.
11. Students add an appropriate title, insert a
clip art on the left and bulleted text to complement the image.
12. Students create a fourth slide by clicking the
New Slide Icon.
13. Students use the Auto layout slide that
contains the Title and Text (slide 2).
14. Students create a concluding/closing slide of
their information (students are to use the Promote and Demote button with this
slide).
15. Students use the menu bar to add a design
template. The design template must be consistent with the information in the
slides.
16. Students save the presentation.
17. Students print two copies: one for evaluation
and one for their portfolio.
|
el voto |
el pasaporte |
la visa |
el emigrante |
el inmigrante |
la justicia |
|
el senado |
el presidente |
el público |
el ejército |
el ministro |
La Cruz Roja |
|
la
benevolencia |
el/la policía |
la autoridad |
la seguridad |
la elección |
la democracia |
|
el comunismo |
el socialismo |
el dictador |
el líder |
el comisario |
las víctimas |
|
los soldados |
el juez |
la república |
los
prisioneros |
la guerra |
el odio |
|
el embajador |
la economía |
los detenidos |
el majistrado |
la paz |
el amor |
|
el terror |
la
estabilidad |
||||
Nombre
________________________________ Fecha
____________________
Identifique un
tema (un asunto) tomado de la página Web (escogido por su profesor). Use el
siguiente esquema para evaluar la página Web en términos de facilidad de
navegación y de contenido.
Búsqueda de un tema que Usted conoce
bien/poco. Tema
escogido ____________________
Enlaces Claves
La Navegación
q Medios
establecidos _____________________________________________________________
q Conexiones
anotados ____________________________________________________________
q Página
inicial fácil de conseguir ____________________________________________________
q Elementos
o colores comunes ______________________________________________________
q Dirección
del sitio Web siempre disponible ___________________________________________
q Máximo
dos enlaces necesarios para encontrar la información necesaria
___________________
Contenido
q Preguntas
frecuentemente hechas ____________________________________________________
q Preciso
y bien investigado __________________________________________________________
q Comprensivo
y de alta calidad _______________________________________________________
q Corriente
(al día) _________________________________________________________________
q Fuentes
documentadas _____________________________________________________________
q Lecturas
adicionales disponibles _____________________________________________________
Comentarios:
___________________________________________________________________________________
¿Cómo evaluaría
Ud. el sitio en cuanto a la información disponible y su utilidad? Dé evidencia
para justificar sus conclusiones. Escriba un párrafo en forma de reportaje
evaluando la calidad total de la página Web.
Nombre
__________________________ Fecha____________________
Complete
el siguiente esquema para planear un ensayo de comparación de personajes
literarios.
Obra literaria______________________ Elementos que quiero
comparar___________________
|
|
Semejanzas |
Diferencias |
|
Primer punto de comparación |
|
|
|
Segundo punto de comparación |
|
|
|
Tercer punto de comparación |
|
|
Nombre
_________________________________ Fecha
____________________
Use el siguiente espacio para evaluar el
ensayo.
A/ Tesis – Escriba la declaración de la tesis.
_____________________________________________________________________________________
_____________________________________________________________________________________
B/
Organización – Use el
siguiente esquema para hacer apuntes del resumen del ensayo en el cual Ud.
indicará la información más importante de cada párrafo.
|
Párrafo |
Contenido |
|
1 |
|
|
2 |
|
|
3 |
|
|
4 |
|
|
5 |
|
|
6 |
|
1. ¿El autor ha usado la forma de bloque o de
punto a punto?
2. ¿El uso de comparación/metáforas, etc. ha
sido una manera efectiva en comprobar la tesis? Explique.
C/ Conclusión -
1. Evalue la eficacia de la conclusión con una
nota de 1 a 5. 1 para una conclusión débil y 5 para una conclusión excelente. Nota
_____
2. Explique las razones de su evaluación.
Appendix 5C
* This rubric is
intended as formative/summative instrument to enable the student to acquire the
highest achievement level.
|
Categoría/ Expectativas |
Nivel 1 |
Nivel 2 |
Nivel 3 |
Nivel 4 |
|
Knowledge/
Understanding Conocimiento de convenciones lingüísticas y de
estructuras gramaticales (ej. tiempo de los verbos, ortografía, punctuación,
vocabulario) Conocimiento del contenido y del estilo de
escritura |
- demeustra
conocimiento y exactitud limitado del uso de las convenciones lingüísticas y
de las estructuras gramaticales - demuestra
una comprensión limitada en el desarrollo de un buen ensayo |
- demeustra
poco conocimiento y exactitud del uso
de las convenciones lingüísticas y de las estructuras gramaticales - demuestra
poca comprensión en el desarrollo de un buen ensayo |
- demeustra
un conocimiento y exactitud considerable del uso de las convenciones
lingüísticas y de las estructuras gramaticales - demuestra
una comprensión considerable en el desarrollo de un buen ensayo |
- demeustra
un conocimiento y exactitud excelente del uso de las convenciones
lingüísticas y de las estructuras gramáticales - demuestra
una comprensión excelente en el desarrollo de un buen ensayo |
|
Thinking/Inquiry Organización Creatividad lingüística |
- demuestra
una destreza limitada en las transiones entre las ideas y hay una variedad
mínima - escribe
siguiendo un modelo |
- demuestra
un poco de destreza en las transiones
entre las ideas y hay poca variedad - escribe
cambiando un poco el modelo que sigue |
- demuestra
una destreza considerable en las transiones entre las ideas y hay una
variedad suficiente - escribe
cambiando suficientemente el modelo que sigue |
- demuestra
una destreza excelente en las transiones entre las ideas y hay una variedad
enorme - escribe
creando su proprio estilo |
|
Communication Contenido/ Enfoque en el tema (ej. idea
principal, desarollo de ideas, uso de información, etc.) Secuencia (ej. organización, uso del lenguaje,
uso de detalles, etc.) |
- comunica
las ideas e información de una manera limitada y confusa - usa el
lenguaje y los detalles de una manera limitada y vaga y necesita mucha
organización y revisión |
- comunica
las ideas con poca organización y claridad y necesita más información de
apoyo - usa el
lenguaje y los detalles de una manera original y necesita más organización y
revisión |
- comunica
las ideas con suficiente información y claridad pero la información de apoyo
es general - usa el
lenguaje y los detalles bastante bien y hay suficiente evidencia de
organización y de revisión |
- comunica
las ideas con muchísima información detallada, con claridad y con confianza - usa el
lenguaje y los detalles de una manera excelente y hay una gran evidencia de
organización y de revisión |
Appendix
5C (Continued)
|
Application Introducción Fuentes para las citas y los hechos Uso del proceso de escritura en nuevos contextos
(ej. estructura gramaticales, introducción, conclusión, etc.) |
- se limita
en la organización y en la manera como introduce el tema principal así que la
introducción ne es clara - demuestra
una destreza limitada en el uso correcto de fuentes para las citas y los
hechos - demuestra
una habilidad limitada usando las estructuras gramaticales en el contexto de
un ensayo |
- introduce
el tema de una manera general y poco clara - demuestra
poca destreza en el uso correcto de fuentes para las citas y los hechos - demuestra
poca habilidad usando las estructuras gramaticales correctamente en el
contexto de un ensayo |
- introduce
el tema principal considerablemente bien así que la introducción es bastante
clara y efectiva - usa
correctamente la mayor parte de fuentes para las citas y los hechos - demuestra
una habilidad considerable usando las estructuras gramaticales en el contexto
de un ensayo |
- introduce
el tema principal de una manera excelente y la plantea de una manera creativa
y muy clara - demuestra
una destreza excelente en el uso correcto de fuentes para las citas y los
hechos - demuestra
una habilidad excelente usando las estructuras gramaticales correctamente y
efectivamente en el contexto de un ensayo |
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 video conference 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 non-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.