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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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This task is suitable for grades 6-7.
This task is anchored in the oral & visual communication
for these grades and to a lesser extent math, drama, &
visual arts.
Students having a prior knowledge of
Star Office Presentation would be an asset but is not necessary
for this task.
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In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Visual Arts Expectations
(FUNDAMENTAL CONCEPTS): Grade
6 | Grade 7
The Arts:
Drama: Grade 6 | Grade 7
Language
Expectations: Oral & Visual: Grade
6 | Grade 7
Mathematics
Expectations (PROCESSES): Grade
6 | Grade 7
Religion
and Family Life Expectations
| You Shall Be My Witnesses (Year 6) |
Fully Alive (Year 6) |
| Unit 10: You Shall Be My Witnesses |
Theme 2 : Living in Relationship |
| Theme 28: Jesus is going ahead of You; Theme 29: Then they
told you what happened on the road; Theme 30: Follow Me |
Topic #4, 5, & 6 Communicating With Family and Friends,
The Growth of Friendship, & Stress in Friendship |
| Teacher manual page(s) 271- 295 |
Teacher manual page(s) 36-51 |
| Student text page(s) 161-174 |
Student text page(s) 42-52 |
| Believe in Me (Year 7) |
Fully Alive (Year 7) |
| Unit 4 We Believe in God...the Creator of heaven and
earth |
Theme 4 Growing in Commitment |
| Theme 4.1 Is what I do good enough? |
Topic #3 & 4 Making Decisions & Responsibility
& Commitment |
| Teacher manual page(s) 142-155 |
Teacher manual page(s) 102-113 |
| Student text page(s) 64-67 |
Student text page(s) 108-124 |
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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Dignity of the Human Person
Created in the image and likeness of God, all human life
is sacred and all people have dignity. Human persons do
not lose dignity because of gender, disability, poverty,
age, or race. |
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Community and the Common Good
The human person realizes dignity and rights in
relationship with others, in community. "We are one body;
when one suffers, we all suffer." We are called to respect
each other and work for the good of others, the common good.
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Preferential Option for the Poor and
Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality of
any society by the way its most poor and vulnerable are
treated. |
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Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the common
good imply that all people have a fundamental right to life,
food, shelter, health care, education and employment. They
have a right to participate in decisions that affect their
lives. Corresponding to this is the duty to respect the
rights of others in the wider society and promote the Reign
of God. |
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Dignity of Work and Service
The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions. |
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Stewardship for Creation
God?s creation is a sacred gift, entrusted to our
care. This value has deep biblical roots in both the Hebrew
and Christian scriptures. Those ?who practice stewardship
recognize God as the origin of life, the given of freedom
and the source of all they have and are and will be. They
know themselves to be recipients and caretakers of God?s
many gifts. They are grateful for what they have received
and eager to cultivate their gifts out of love for God and
one another. |
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Love and Justice
A necessary condition for Jesus? command of love
of neighbour is justice. Charity must manifest itself in
actions and structures that must respect human dignity,
protect human rights and facilitate human development. To
promote justice is to transform the structures that block
love. Action of behalf of justice is not an option but a
constitutive dimension of the Gospel. |
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Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God's original vision
for all of creation. |
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Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God?s promises in Christ. |
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Faith
Faith is the assurance of things hoped for, the conviction
of things not seen.?(Hebrews 11:1) The gift of faith assures
us of God's steadfast and abiding love. At the same time,
it is a reasoned assent to revealed truth. |
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Mystery, Wonder and Awe
When the finitude of our human nature is confronted by the
infinite nature of our God, our responses may be as inspired
as they may be humbling. Yet humanity is called into an
intimate and loving relationship with our Creator. While
we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
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Ontario Catholic Graduate Expectations
PDF version
| Flash version
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a discerning believer formed
in the Catholic Faith community who celebrates the signs
and sacred mystery of God's presence through word, sacrament,
prayer, forgiveness, reflection, and moral living. |
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an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values. |
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a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good. |
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a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given potential.
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a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good. |
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a caring family member who attends to
family, school, parish, and the wider community. |
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a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life. |
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The goals of the guidance and career education program are that
students:
- understand the concepts related to lifelong learning, interpersonal
relationships (including responsible citizenship), and career
planning;
- develop learning skills, social skills, a sense of social responsibility,
and the ability to formulate and pursue educational and career
goals;
- apply this learning to their lives and work in the school and
the community.
Learning Skills
The learning skills identified below are highlighted in this task
and represent practical links for tracking student achievement and
for connecting learning to the guidance and career education program.
For more information on Learning Skills, you can access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
| homework completion
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initiative |
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class participation |
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| cooperation with others |
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conflict resolution |
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goal setting |
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| independent work |
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use of information |
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problem solving |
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Exemplars
and Student Products
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With your assistance, we hope to add samples of student
work to this space. If you have photos of students at work,
or would like to share samples that your students have produced,
please contact Rodd Lucier vie email (r.lucier@office.ldcsb.on.ca)
or telephone (519-663-2088 ext. 2520)
In order to publish samples of student work, the RPT
Permission to Publish form must be completed and forwarded
for filing. View completed
sample.
Ontario Ministry of Education grade
5 & grade 6 science exemplars.
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| Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
In presenting your students with a Rich Performance Task,
you may choose to invite the participation of family and community
members. For this task in particular, here are some suggestions
for how to provide 'real world'
connections for your students and the community:
1] Is there an occupation that lends
itself to natural exploration with this task?
2] Is there a presentation
component inthis task? Do you have community members who might be
interested in being a part of a real world audience?
3] Do you know of community experts who might be able to help in
teaching part of this unit?
4] Are
there opporunities for community members to assist in providing
materials to help make your project more authentic?
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Publication
& Copyright Details
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Last updated on December 4, 2006.
Copyright © 2006 London District Catholic School
Board and its licensors.
All rights reserved.
This Rich
Performance Task is modeled on the WebQuest
format.
Keywords: Teacher, Rich
Performance Task, RPT, Assessment, Catholic graduate expectations,
Designing a task, English WebQuest...
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