Catholic Curriculum Corporation Central and Western Region Religious Education Courses

Catholic Curriculum Corporation – Central and Western Region
Rich Culminating
Performance Tasks
Secondary Religious Education
Courses
Grade 10: Christ and Culture

What it Means to be a Catholic Church
Member
Catholic Curriculum Corporation Central and Western Region

June 30, 2009
Faith Through Learning

A Distinctive Catholic Curriculum
Rich Culminating Performance Tasks: Secondary Religious Education Courses

Forward from the Catholic Curriculum Corporation
Our Purpose
The Catholic Curriculum Corporation is a consortium of seventeen Catholic school boards and
Catholic partners from across central and western Ontario. As an important partner in Catholic
education, we recognize that Catholic education exists to provide a holistic formation of people
as living witnesses of faith. We demonstrate our mission when we engage with, and support,
our member boards in sustained, substantive school improvement and student growth that is
reflective of a Catholic professional learning community.
Our Mission
To build and sustain the Catholic capacity of educators through the development and provision
of high quality Catholic curriculum, resources, support and professional development.
Our Vision
Faith through Learning: A Distinctive Catholic Curriculum
Message from the Executive Director

On behalf of the Catholic Curriculum Corporation, I would like to invite educators to review and
use this rich Secondary resource. The writers have made every effort to ensure it aligns with
current Religious Education documents, while setting forth Rich Culminating Performance Tasks
which engage students in their learning and which assists them with making links to other
courses and to their lives.
The lessons are based on the expectations as outlined in the Ontario Catholic Secondary
Curriculum Policy Document for Religious Education, OCCB prepared by the Institute of Catholic
Education, 2006 as well as links to other key resources for teaching secondary Religious
Education courses. It is the intent of the writers to ensure that the overview, lessons, and
activities compliment current assessment strategies and provide classroom teachers with
everything they need to complete these Rich Culminating Performance Tasks for Grades 9-12
Religious Education courses.
Wishing you continued success in sharing our Catholic faith with your students.
Michael Bator,
Executive Director

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Acknowledgements
Project Leads:
Derek McEachen, Brant Haldimand Norfolk Catholic DSB
Marian O’Connor, Brant Haldimand Norfolk Catholic DSB
Writers:
Christina Costa, Brant Haldimand Norfolk Catholic DSB
Doug Ivak, Brant Haldimand Norfolk Catholic DSB
Derek McEachen, Brant Haldimand Norfolk Catholic DSB
Laurence McKenna, Brant Haldimand Norfolk Catholic DSB
Marian O’Connor, Brant Haldimand Norfolk Catholic DSB
Sean Roche, Brant Haldimand Norfolk Catholic DSB
Joyce Young, Brant Haldimand Norfolk Catholic DSB
Reviewers:
Marsha Fiacconi, Dufferin Peel Catholic DSB
Shelagh Peterson, Dufferin Peel Catholic DSB
Katherine Weseloh, Dufferin Peel Catholic DSB
Reviewer and Editor:

Fran Craig, Curriculum Manager CCC

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Introduction
Premise for this Resource

“As a religious activity, Religious Education courses invite students to build their relationship
with the person of Jesus Christ as witnessed to by the Catholic faith, which recognizes the
centrality of God, the dignity of the human person, and the importance of ethical norms. This
witness takes many forms, but essential to its self-understanding is the place of Sacred
Scripture, Church teachings, the sacramental and liturgical life of the faith community and its
moral foundations for Christian living and Family Life Education.”
Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 2006, p. 3.
Rationale
“The challenge faced by the religious educator in the typical Catholic secondary school is
enormous. Catholic schools exist to foster in their students not only an understanding of the
connection between faith and life, but a commitment to establishing, nourishing and
strengthening that connection.”
Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 2006, p. 1
Student engagement is always a challenge at secondary, especially in Religious Education. This

resource tries to address this issue by assisting students in Grades 9-12 Religious Education
classes to make clear links not only between the concepts they are learning in class, but to
authentically make connections between their learning, their own lives, and their other
courses. Students often see no meaning or relevance in what they are being taught. Rich and
authentic performance tasks that are designed to support students to make connections
throughout the course, will not only focus and engage the students, but will also build
community and respect in the classroom.
As Catholic teachers, we have a responsibility to teach Religious Education courses—not

courses about Religion. In order to maintain our Catholic identity, our curriculum needs to be
different and distinctive. Our Catholic faith must be clearly and purposefully articulated to all
students. Realizing that there are followers of other religions in our classrooms, teachers need
to be prudent and sensitive in how Catholic Church teachings are delivered. Mutual
understanding and respect for one another is paramount.

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Organization of the Rich Culminating Performance Tasks

This secondary resource consists of Rich Culminating Performance Tasks for Grades 9 through
12. Each grade package contains the following components: Rich Culminating Performance
Task Teacher Package Overview, Teaching and Learning Lessons, Black Line Masters, and
Evaluation Rubric.
Essential for Teacher and Student Success

It is absolutely essential that teachers read over the whole package before the course begins
to see how the various components build throughout the semester. Students need to work
on foundational components throughout the course in order to accomplish the final task that
is to be evaluated. Each Rich Culminating Performance Task will take 2-3 weeks to complete.
Teacher Package Overview

Each Teacher Package Overview includes a Detailed Description of the Task and outlines all the
steps the teacher and students must follow as they work through the various stages of the task
and prepare for the culminating presentation. Each task has been clearly linked to the
expectations as outlined in the Ontario Catholic Secondary Curriculum Policy Document for
Religious Education, ICE, through the Enduring Understandings. The Enduring Understandings
should be posted as Anchor Charts throughout the semester for easy referral. Focusing
Questions are provided with links to the Ontario Catholic Graduate Expectations and the
Secondary Core Curriculum Maps, Halton CDSB. Each Teacher Package Overview also provides
Recommendations to the Teacher outlining sequential steps to assist teachers in planning the
lessons, which build up to the Rich Culminating Performance Task. Materials and Resources in
the Teacher Package Overview provide teachers with additional background information such
as current web resources. The List of Appendices indicates all pertinent Black Line Masters for
the task.
The Teaching and Learning Lessons

The Ministry’s three part lesson template, Minds On, Action, and Consolidation, is used to guide
teachers through the task and to engage students in their learning. Lessons are not one period
in length, but rather are designed to explore the entire concept over a period of time.
The Black Line Masters

The Black Line Masters are used during the teaching of the Rich Culminating Performance Task
and are clearly labelled (i.e. Grade 9 – BLM 9.1). The teacher is asked to distribute and collect
the Black Line Masters throughout the course, as they will be used as part of the preparation
and presentation of the Rich Culminating Performance Task.
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Assessment and Evaluation

The Design Down model was used to create the Rich Culminating Performance Tasks. The
enduring understandings for each grade were shaped using the overall expectations for each
grade found in the Ontario Catholic Secondary Curriculum Policy Document for Religious
Education, 2006 written by ICE. The enduring understandings are those developed by the
writers of this resource and may vary somewhat if developed by a different group of educators.
Assessment and evaluation practices continue to evolve in light of ongoing research related to
how students learn. These rich culminating performance tasks were designed using the most
current assessment and evaluation practices recommended by the Ministry of Education. The
lessons include assessment for, as, and of learning.
These tasks emphasize higher order thinking skills and making connections. These skills need to
be taught throughout the course so that students can practice using these skills with a variety
of concepts and connections before being evaluated by the teacher. The Teacher Package
Overview and accompanying Teaching and Learning Lessons outline steps designed to scaffold
students to achieve success.
Each task contains an Evaluation Rubric that can be used by the students and teachers to
evaluate Knowledge and Understanding, Thinking, Communication, and Application as
demonstrated through the Culminating Performance Task.
“It is through the application of new learning to real life situations that students move forward
in the acquisition of knowledge and proficiency and the skill necessary for living life to its fullest
as light and salt for the world.”
Ontario Catholic Secondary Curriculum Policy Document for Religious Education, p. 6.
Program Planning Considerations

The Grade 9-11 Rich Culminating Performance Tasks involve students presenting to an
authentic audience (e.g. grade 8 students, local parish, and community members).
Arrangements will have to be made in order for these audiences to attend. It is strongly
recommended that this effort be made as it motivates the students and authenticates the task.
In grade 12, students present to their classmates.
“While it is very much a personal matter, our Catholic faith is not a private relationship between
the individual and God. It is a faith lived out in community—from family to parish and school, to
neighborhood, and to the world community of believers.”
Ontario Catholic Secondary Curriculum Policy Document for Religious Education, 2006, p. 9
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Grade 10 Religious Education

Rich Culminating Performance Task
Teacher Package Overview
Discipline Religious Education
Course Code HRE 2
Course Name Christ and Culture
Title of Task What it Means to be a Catholic Church Member
Time Requirement 2-3 weeks

Authentic Scenario Students create a sacred space with their symbolic
artifacts as a place to share “What it means to be a
Catholic Church Member” with members of a local
parish.
General Description of the Task Using the enduring understandings as a guide,
students develop a creative symbolic artifact to
present to peers and invited guests (from a local
parish) to explain “What it Means to be a Catholic
Church Member.”
Rationale of the Task In light of the reality that the work begun by Jesus
continues in modern culture through the Church,
students will use course concepts, prior knowledge,
and higher order thinking skills to demonstrate
their learning; students share their
understandings/observations of what it means to
be Catholic Church members.
Detailed Description of the Task
Using their prepared creative symbolic artifact(s) and Course Connections Charts, students make
connections between the enduring understandings of the course and their acquired understandings of
what it means to be Church members. Students create an informative presentation for the appropriate
audience – peers and invited guests from a local parish.
Requirements:
1. Students design a creative artifact (e.g. an imitation stained glass window, sculpture, mosaic,
painting, video, etc.) that expresses course connections related to being a member of the
Church. The artifact will be a visual unity representing major themes of the course which focus
on being a member of the Catholic Church. The images/symbols used in the artifact will help
students explain to their audience important parts of the Catholic Faith that they have learned.
2. The class creates invitations to be sent to the local parish(es) prior to the presentation.
3. Students reflect throughout the course on what it means for Catholics to live as members of the
Catholic Church using the Course Connections Charts.

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Enduring Understandings (created using the Overall Curriculum Expectations)

Students will understand that the Gospels call us to act as faithful disciples of Jesus.
Students will understand that together and today we are the Church.
Students will understand that justice is an expression of Christ’s love.
Students will understand that participation in sacraments, especially the Eucharist, is important for
salvation.
Students will understand that respecting others is respecting God.
Note: Enduring Understandings should be posted in a prominent place in the classroom.
Essential Questions
Students and the teacher create essential questions based on the enduring understandings.
Examples:
How might one be a faithful disciple of Jesus?
What does it mean to be a member of the Church?
Catholic Graduate Expectations
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
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas
and experience
CGE3e - demonstrates a confident and positive sense of self and respect for the dignity and welfare of
others
CGE4c - takes initiative and demonstrates Christian leadership
CGE5c - develops one’s God-given potential and makes a meaningful contribution to society
CGE6e - ministers to the family, school, parish, and wider community through service
Connections to the Core Curriculum Maps
1. Option for the Poor and Vulnerable
2. Stewardship of Creation
Focusing Questions:
How does the Gospel teach us to respond to our neighbour?
How can we come to a deeper understanding of Jesus through Scripture?
How do we recognize the role of prayer in our lives?
How do we appreciate the place of symbol and ritual in liturgical celebrations?
How do we understand ourselves as made in the image of God?
How are we called to respond to our neighbours and to all of creation in a spirit of justice?
How do we recognize and respond to the face of God in the Other?
How do we allow the Holy Spirit to guide and strengthen our moral decision making so that we may live
lives of virtue?

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Assessment and Evaluation

The four categories are equally addressed using the Evaluation Rubric (BLM 10.2):
Knowledge/Understanding
Communication
Thinking
Application
Recommendations to the Teacher
Before the task (in order to ensure student success in this task) …
The teacher will:
1. present the rich performance task very early in the course.
2. regularly make explicit links to the enduring understandings.
3. model how to complete all sections of the Course Connections Charts (BLM10.1)
4. have the students make several connections charts. Students may make connections, using the
process indicated in the Course Connections Charts (BLM 10.1), within such Grade 10
units/themes as The Gospel Portraits of Jesus, The Sacraments of the Eucharist, Moral Decision
Making, Respect in Relationships, Social Justice and the Common Good, etc. (followed by
teacher feedback). **If this step is not completed throughout this course, students will not be
able to complete the rich performance task.
5. keep each completed Course Connections Chart (BLM10.1) in a file for the students
to use toward the end of the course.
6. explicitly teach peer and self assessment strategies.
7. teach higher order thinking skills (e.g. Bloom’s Taxonomy, Achievement Chart); provide
opportunities to practise higher order thinking skills.
8. provide several opportunities to practise oral communication skills (pairs, small groups, whole
class).
9. include lessons during the course, modeling how to make explicit connections between
concepts learned and the students’ lived experience.
10. demonstrate how ideas and connections can be represented visually (e.g. stained glass
windows, architecture, paintings, sculptures, etc.).
11. send out invitations to local parish(es) to invite parish members (include location, dates, etc.)
Students will:
1. design their own creative artifact(s), as a catechetical tool, to visually communicate important
parts of the Catholic faith that they have learned, in the context of what it means to be a Church
member.
2. throughout the course, as the enduring understandings are addressed, complete several Course
Connections Charts (BLM 10.1) to make connections between course concepts and their
understanding of “being a Church member” with a symbolic artifact sketch or representation.
3. use their Connections Charts to prepare a symbolic artifact and an oral presentation for
members of a local parish.
4. use their symbolic artifact (see Lesson 1) to create a sacred space appropriate for the purpose of
the task.

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Presentation …
Students:
1. use their symbolic artifacts to orally present their understanding/observations to local
parish members of what it means to be a Catholic Church member.
2. will have their presentations evaluated by the teacher.
Prior Knowledge and Skills
Terminology
- think/pair/share
- enduring understandings (big ideas/enduring learning)
- Gospels/faithful/Church/sacraments/respect
- Connections Chart
- peer assessment
- self assessment
- Inside Outside Circle strategy
- artifact
Collaborative Skills
- taking turns
- active listening (eye contact, body language, etc.)
- effective feedback
- agreeably disagree
- oral presentation skills
- address audience (eye contact)
- project voice
- practise presentation (know content)
- use of props
Oral Presentation Skills
- address audience (eye contact)
- project voice
- know audience
- practise presentation (know content)
Higher Order Thinking Skills
- Bloom’s Taxonomy or Bloom’s Revised Taxonomy
- Achievement Chart
Peer Assessment
- strengths, weaknesses, recommendations for improvement
Accommodations
Refer to students’ IEPs

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Materials and Resources

Ontario Catholic Secondary Curriculum Policy Document—Religious Education, 2006
Christ and Culture (CCCB Textbook)
http://moodle.trinitycatholic.ca/index.php; http://www.vatican.va/archive/catechism/ccc_toc.htm
Course Connections Chart (BLM 10.1) used several times throughout course
Evaluation Rubric (BLM10.2)

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Teaching and Learning

Lesson 1: Making Meaningful Course Connections
Minds On Approx. Time (40 min)
The teacher provides a tangram for each triad of students to assemble Tangram:
(printed from the internet or another source, like the math department).
The teacher explains that this task involves arranging the varying sizes
of pieces in the tangram to create a unity (a perfect square). Although
individual sections are more significant than others (i.e. the bigger the piece,
the more significant), all pieces are needed to make the whole.
With the students, the teacher makes connections to common examples of

significant pieces being part of a unity: the symphony (the string section is
most significant); food on your plate (what food takes up most of your
plate?); staging a play (certain characters have more significant roles to the
story line), etc. Invite students to think about and share other examples.
Action Approx. Time (225 min)

In triads, students brainstorm a list of components of youth culture (e.g. friends,
hobbies, music, dance, school, social networks, computers, etc.). Triads need
to rank their components of youth culture in order of importance and justify their Assessment for
rationale. Triads use their ranking to create a unique "tangram" shape to symbolize Learning (AfL)
the components of youth culture (size varies directly with importance). The
teacher randomly selects group members to present their thinking (tangrams).
The teacher collects and saves all Youth Culture Tangrams for further use.
In different triads, students think about and record the important elements that
form the Church (based on key course connections and the enduring
understandings of the course).
Individually, students rank these significant elements in order of importance

(making sure they can justify their choices) and plot their Church elements on a
new "tangram" (students literally write the ranked church elements onto the new
tangram pieces to create “Church Elements” Tangrams). The teacher collects,
assesses with feedback, and saves all Church Elements Tangrams for further use. AfL

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Imagery/Symbols Learning
The teacher sets up a slideshow or a small “classroom art gallery” (using the
classroom walls), posting modern day images and symbols (e.g. holiday turkey,
McDonald's logo, Nike swoosh, Valentine’s heart, etc.). Students, as they view the
slideshow or walk through the gallery and browse, individually jot down “what
comes to mind” when they see the various images that are posted in the gallery –
ideas, emotions, other symbols, etc.
The teacher randomly selects students to share their jot notes and ideas, leading to
a class discussion about why images and symbols are used by modern companies.
AfL
The teacher adds to the gallery/slideshow various Church images and symbols (e.g.
cross, lamb, chalice, water, the colour purple, the colour green, etc.). Students
again view the slideshow or walk and browse, individually jotting down “what
comes to mind” when they see the various new images in the slideshow or gallery
– ideas, emotions, other symbols, etc.
a class discussion about how Church symbols might cause a different reaction in
people than the symbols used by modern companies.
AfL
The students then create “Modern Church Symbols” they think would help young
people in the today's world to understand “important elements that form the
Church” (students may use Church Elements Tangrams and Youth Culture
Tangrams saved and assessed by the teacher with feedback, from an earlier part of
Lesson 1 above).
Students add their created Modern Church Symbols to the gallery or slideshow.
Students again walk about and browse, individually jotting down “what comes to
mind” when they see the various new images in the gallery – ideas, emotions,
other symbols, etc.
a class discussion about how some student symbols were interpreted by other
students, and whether or not the intended effects of the symbols were achieved.
The teacher leads a discussion about the purpose of using religious symbols -- to AfL
make deep personal connections to God not just for the person who makes the
symbol, but for others (the symbols used in the Church are not meant to be only
for the person who made the Church symbols, but to give deep personal
connections to others).
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Rationale: It is important for students to make a movement from Self to Other in

the Grade 10 program – when they create artifacts, they need to be aware of the
impact of their symbols on others. “Otherness” is essential to understanding what
it means to be Church.
Learning about Consensus

Using the Youth Culture Tangrams that were collected earlier (near the beginning
of this lesson), the class tries to create one tangram which represents the whole
group's beliefs and thinking. The focus at this point is on the group consensus
concerning the ranking of the components of youth culture. Through consensus,
(which is done in the Church in a variety of ways), the class will also establish
symbols to represent each component.
Rationale: This process will help students appreciate the importance of universal
symbols and how they are chosen to represent members of a group.
Representing Church Elements through an Artifact

The teacher provides several examples (via internet or other source) of Church
stained glass windows.
Possible websites:
http://www.fisheaters.com/symbols.html Fish Eaters is a site which discusses different
Christian symbols and what they mean. As well, it has some discussion on the meaning of
certain numbers.
http://www.catholic-resources.org/Art/Evangelists_Symbols.htm Symbols of the Four
Evangelists is a source which discusses the traditional symbols used for the four gospel
writers. It gives some background to their references in early Christian authors as well as
some artistic representations of the symbols.
http://www.religionfacts.com/christianity/symbols.htm This site gives another list of
symbols and numbers and the meaning for each.
Using think/pair/share, students interpret the symbols found in the stained glass
AfL
windows. The teacher randomly asks students to share their thinking.
The teacher, with the explanations of the meaning of the symbols in the windows
(gained from internet and other sources), shows how the Church has used this
form of communication as catechesis in the history of the Church (e.g. stained
glass windows used to help illiterate populations understand the Catholic Faith,
etc.).

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The teacher leads a discussion about the purpose of communicating God’s

message through expressions of beauty (e.g. God in the Old and New Testaments
uses such “artifacts” as the Ark of the Covenant and St. Peter's Basilica as
expressions of physical beauty and love that represent God's own beauty and
love).
The teacher models how Church elements, according to their significance, can be
transferred to a creative artifact (a sculpture can have parts, perhaps of varying
sizes, that represent significant (tangram) connections - e.g. the relatively small
"snake" in a Genesis sculpture may represent a minor but potentially deadly
temptation; the "fruit" in a Creation Story painting may represent free will).
Students are reminded that their artifacts will be the focus of their oral
presentations for local parish members about “What it Means to be a Catholic
Church Member”.
Consolidation Approx. Time (60 min)
Connecting Church Elements Tangrams and personal Modern Church Symbols to
an Artifact
Students take out their completed Church Elements Tangrams and their
completed Course Connections Charts BLM10.1 (done throughout the course,
accompanied by teacher feedback). With these tools, students begin to design
(sketch or thought map) their symbolic artifact - a visual representation of what it
means to be a Catholic Church Member (e.g. a sculpture of a person, as an artifact,
may involve the arms, head, and torso representing different elements of the
Church Elements Tangram). Students may use the sketches from their Course
Connections Charts to guide the design of their unique symbolic artifact.
Students need to gather feedback from their peers and eventually the teacher on
their sketch. For those who do not consider themselves "artistic", a variety of
AfL
possibilities exist concerning materials, including recycled items and found objects.
Note: The teacher will assure students that their thinking and connections will be
evaluated, not their artistic qualities.
Next Steps
Students need to begin gathering materials for their artifacts.

Students create invitations to send to the local parishes to welcome parish
members to the grade ten presentations.
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Lesson 2: Creating a Meaningful Artifact and Oral Presentation
In triads, students brainstorm the qualities of an effective speech and/or presentation. The
triads create a list of student ideas.
Students are then asked to look for and jot down specific examples of these qualities while
observing a few video/movie clips of effective speeches and presentations (available on
the internet or in other formats - e.g. Martin Luther King Jr., Mother Teresa, Homer
Simpson, Barack Obama, William Wallace in Braveheart, Maximus in Gladiator, Elizabeth I,
Ann Boleyn, etc.)
After viewing the clips, triads add effective qualities to their lists and then compare their
lists with other triads, having a conversation about why the speech was effective. After
discussion with other groups, the triads compile a final list of effective qualities. The
teacher randomly selects groups to share their ideas and facilitates a discussion around
what makes a speech and/or presentation effective.
The teacher leads students to create a criteria checklist for peer and self assessment for
oral presentations. The teacher prepares this Oral Presentation Checklist for students to
use for peer and self assessment.

Using their feedback, students develop and create their symbolic artifacts.
Students prepare the oral component of their presentations using their Oral
Presentation Checklist, remembering to demonstrate what it means to be Church
members.
Using the Inside Outside Circle strategy, students present their symbolic artifact to
their peers, explaining their connections, symbolism, and thinking. Peers give Assessment
descriptive feedback both on the content and the presentation skills (using the Oral for Learning
Presentation Checklist). (AfL)

Using their peer feedback, students continue to improve and refine their artifact and oral
presentations.

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Next Steps
Students rehearse their oral presentations on their own.
The teacher and students select appropriate songs and one or more Biblical passages with
which they will welcome their guests and set the tone before presentations begin
(e.g. songs: “Be with me Lord”, “Come to the House”; Biblical passage: 1 Corinthians 12 -
regarding the Church as “Christ’s body”).

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Lesson 3: Presentations on “What it Means to be a Catholic Church Member”
The teacher and students decide on the order in which students will present. The
teacher reminds students about how artifacts play a role in creating a liturgical
Church environment. Students place their artifacts around the room in a way that
creates a sacred space, perhaps in a way that symbolizes the Catholic Faith (e.g.
artifacts arranged in the shape of a cross, circle, or three leaf clover). An option
might be creating the sacred space in the school chapel.
When the members of the local parish arrive and are welcomed, the gathered
community members sing or listen to the opening song(s) and read the Biblical
passage(s) to further create a liturgical ‘atmosphere of Church’ and to welcome the
presence of God in the community.
Using jot notes if necessary, students reverently give their oral presentations with
a focus on their creative artifacts in order to share with the community their Assessment of
understanding of “What it Means to be a Catholic Church Member,” and to be Learning
formally evaluated by the teacher.
The community members (students, teachers, guests, etc.) close the presentation
with another song; students thank the invited guests from the parish for coming. If
time permits, a brief social may be appropriate.
To complete the process of evaluation, students complete the following two
questions:
Reflecting on the enduring understandings and course connections, do I better

understand what it means to be a member of the Catholic Church? If so, how? If Assessment of
not, explain. Learning
How has my thinking changed because of the unique connections and artifact I
created in this course? (metacognition)
Next Steps
Promotion to grade 11.

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Grade 10 Religious Education: Course Connections Chart BLM 10.1
Complete this graphic

Unique Course Connections organizer and submit it to the
Name: about being a Catholic Church teacher in order to see your
Member thought process. If you have
Class: another way of showing the
teacher your thought process,
consult the teacher about that
option.
Step #3:
Step #1 Name a selected course
Review what it means concept related to what
to be Church? it means to be Church.
(e.g. Justice)
Step #5: This is the HIGHER ORDER

THINKING part! Write a sentence below that
Step #2: combines the Understanding details from
Understanding “What it means Steps 2 and 4 (e.g. Holy and Justice) to create a Step #4:
to be Church?” Choose and unique course connection (e.g. God’s goodness Understanding the above
is found in Church members when they feed course concept (give details
circle one of the following:
the poor or visit the sick.) e.g. Justice is giving people
People of God (community, not just
individuals) what they are owed.):
One (unites all Church members
with one God)
Holy (God’s goodness in Church
members)
Catholic (universal—Church
members on a mission to all
people)
Apostolic (built on the faith of the
apostles)
Other (another quality of Church)
Step #6: Connection to Symbolic Artifact

With the title of your connection in mind, create or find a symbolic artifact that visually represents "being a
member of the Church". (e.g. a sketch of someone visiting the sick) Use the back of this page to sketch or describe
your artifact.

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BLM 10.2
Grade 10 Religious Education: Rich Culminating Performance Task

What it Means to be a Catholic Church Member
EVALUATION RUBRIC
Achievement Chart Category Level 1 Level 2 Level 3 Level 4
Knowledge and
Understanding
Demonstrates knowledge of Demonstrates limited Demonstrates Demonstrates Demonstrates

essential Catholic Church knowledge of essential some knowledge of essential considerable knowledge of thorough knowledge of
elements Catholic Church elements Catholic Church elements essential Catholic Church essential Catholic Church
elements elements
Demonstrates an Demonstrates a limited Demonstrates Demonstrates Demonstrates a thorough

understanding of what it understanding of what it some understanding considerable understanding understanding of what it
means to "be Catholic Church means to "be Catholic Church of what it means to "be of what it means to "be means to "be Catholic Church
members" (using references members" Catholic Church members" Catholic Church members" members"
to Gospels, sacraments, etc.)
Thinking
Uses processing skills Demonstrates limited Demonstrates some Demonstrates considerable Demonstrates a high degree
(selecting, analyzing, processing skills in linking processing skills in linking processing skills in linking of processing skills in linking
synthesizing) to Gospels, sacraments, Gospels, sacraments, Gospels, sacraments, Gospels, sacraments,
link Gospels, sacraments, symbols, etc. to being a symbols, etc. to being a symbols, etc. to being a symbols, etc. to being a
symbols, etc. to being a Catholic Church member Catholic Church member Catholic Church member Catholic Church member
Catholic Church member

BLM 10.2
Communication
Expresses and organizes Expresses and organizes Expresses and organizes Expresses and organizes Expresses and organizes
connections about being connections related to being connections related to being connections related to being connections related to being
Church members Church members with limited Church members with some Church members with Church members with a high
(e.g. clarity of connections) in effectiveness effectiveness considerable effectiveness degree of effectiveness
an organized way
Demonstrates an Demonstrates a limited Demonstrates some Demonstrates considerable Demonstrates a thorough

understanding of audience understanding of audience understanding of audience understanding of audience understanding of audience
and purpose (e.g., to inform, and purpose in presentation and purpose in and purpose in presentation and purpose in presentation
to persuade) in the presentation
presentation
Uses conventions (e.g. Uses conventions in oral Uses conventions in oral Uses conventions in oral Uses conventions in oral
Gospels, Church, and justice) presentation with limited presentation with some presentation with presentation with a high
in oral presentation effectiveness effectiveness considerable effectiveness degree of effectiveness
Application
Transfers understanding of Transfers understanding of Transfers understanding of Transfers understanding of Transfers understanding of
being a Catholic Church being a Catholic Church being a Catholic Church being a Catholic Church being a Catholic Church
member into an artifact and member into an artifact and member into an artifact and member into an artifact and member into an artifact and
presentation presentation presentation with some presentation presentation
with limited effectiveness effectiveness with considerable with a high degree of
effectiveness effectiveness
Comments


Catholic Curriculum Corporation Central and Western Region Religious Education Courses

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Catholic Curriculum Corporation – Central and Western Region

Grade 10: Christ and Culture

Catholic Curriculum Corporation Central and Western Region

Faith Through Learning

Rich Culminating Performance Tasks: Secondary Religious Education Courses

Message from the Executive Director

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Reviewer and Editor:

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Premise for this Resource

Student engagement is always a challenge at secondary, especially in Religious Education. This

As Catholic teachers, we have a responsibility to teach Religious Education courses—not

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Organization of the Rich Culminating Performance Tasks

Essential for Teacher and Student Success

Teacher Package Overview

The Teaching and Learning Lessons

The Black Line Masters

Assessment and Evaluation

Program Planning Considerations

Grade 10 Religious Education

Time Requirement 2-3 weeks

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Enduring Understandings (created using the Overall Curriculum Expectations)

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Assessment and Evaluation

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Materials and Resources

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Teaching and Learning

With the students, the teacher makes connections to common examples of

Action Approx. Time (225 min)

Individually, students rank these significant elements in order of importance

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Rationale: It is important for students to make a movement from Self to Other in

Learning about Consensus

Representing Church Elements through an Artifact

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The teacher leads a discussion about the purpose of communicating God’s

Students need to begin gathering materials for their artifacts.

Teaching and Learning

Action Approx. Time (300 min)

Consolidation Approx. Time (10 min)

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Teaching and Learning

Reflecting on the enduring understandings and course connections, do I better

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Grade 10 Religious Education: Course Connections Chart BLM 10.1

Complete this graphic

Step #5: This is the HIGHER ORDER

Step #6: Connection to Symbolic Artifact

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Grade 10 Religious Education: Rich Culminating Performance Task

Achievement Chart Category Level 1 Level 2 Level 3 Level 4

Demonstrates knowledge of Demonstrates limited Demonstrates Demonstrates Demonstrates

Demonstrates an Demonstrates a limited Demonstrates Demonstrates Demonstrates a thorough

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Demonstrates an Demonstrates a limited Demonstrates some Demonstrates considerable Demonstrates a thorough

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