ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 1

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 1 Introduction/Background: This threeweek unit on Catholic morals is broke into three sub-lessons. The first lesson, Freedom and Responsibility, is designed to teach students that God gives us the freedom to choose to do right or to do wrong. This Subject: Confirmation (Religious Education) Topic: Catholic Morality Grade: 7 Unit Duration: 3 Weeks freedom, however, means we are responsible for the choices we make. Lesson 2, Valuing Life, focuses on the Catholic social justice principle of the sanctity (or valuing) of all human life. In this lesson, students learn that all human life is precious and is a gift from God. Lesson 3, Being Virtuous, teaches students that we are called for what is right, just and holy. When taken as a whole, this unit teaches students that God has given man dignity because he is created in God's image; therefore, man is precious and is called to holiness. This is the fifth unit in the 7 th Grade Confirmation curriculum and naturally follows previous units that taught God's Revelation, about the Trinity, Jesus Christ, and the Church. While previous lessons taught about God and his Church, this unit teaches how Catholics are personally changed as a result of who God is and what he has done for us. Mastery of these lessons on morality is important before students move on to units teaching about the Sacraments (Unit 6) and the Kingdom of God (Unit 7). After completing these lessons, students will be prepared to see how they are to live their Catholic faith in the world and how they are called to participate in the New Evangelization for the betterment of God's Kingdom. Learning Targets: (Learning target/objectives are aligned with standards outlined in the Religion Curriculum Guidelines for Catechesis, grades 6-8, Diocese of Bismarck, January 28, 2009. These standards are not numbered; CCC stands for Catechism of the Catholic Church, cross referenced with Diocesan standards). OBJ 13.1 I can LEARN and APPLY the tools given for making good decisions. Standard: *The formation of conscience is a lifelong process informed by the teachings of Jesus (CCC 1784-1785), p. 29 RCGC Standard: *Freedom is not just doing what we want. When we do good, we become freer; when we sin, we become slaves (CCC 1731-22, 1740-44, 1747), p. 42, RCGC OBJ 13.2 I can DESCRIBE what is involved in having an informed conscience. Standard: *The formation of conscience is a lifelong process informed by the teachings of Jesus (1784-1785), p. 29, RCGC Standard: *Freedom is not just doing what we want. When we do good, we become freer; when we sin, we become slaves (CCC 1731-22, 1740-44, 1747), p. 42, RCGC OBJ 14.1 I can EVALUATE why human life has value. Standard: *Jesus teaches us to choose life over death. Therefore, acts such as homicide, abortion, and euthanasia are not morally acceptable (CCC 2268-2279), p. 39 RCGC Standard: *The Church has the right to articulate moral principles required to preserve the rights of the human person and to insure the salvation of souls (CCC 2032), p. 42, RCGC

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 2 OBJ 14.2 I can UNDERSTAND Church teachings about honoring life at all stages. Standards: *Jesus teaches us to choose life over death. Therefore, acts such as homicide, abortion, and euthanasia are not morally acceptable (CCC 2268-2279), p. 39, RCGC Standard: *The Church has the right to articulate moral principles required to preserve the rights of the human person and to insure the salvation of souls (CCC 2032), p. 42, RCGC OBJ 15.1 I can EVALUATE the importance of being the person God has created me to be. Standard: *Jesus taught the two great commandments: to love God with our whole mind, heart, and soul and to love our neighbor as ourselves (CCC 2055), p. 39, RCGC Standard: *One with Jesus Christ through baptism, Christians try to be imitators of God by conforming their thoughts, words, and actions to those of Jesus (CCC 1694), p. 38, RCGC OBJ 15.2 I can CATEGORIZE Virtues in terms of the Church's four Cardinal Virtues. Standard: *The cardinal virtues are prudence, justice, fortitude, and temperance (CCC 1805-1809), p. 39, RCGC Standard: *A virtue is a habit and strong determination to do good (CCC 1803), p. 29, RCGC Assessment Plan: (1) Assessment Timeline: (The following is a "snap shot" of the Unit 5: Morality Assessment Timeline taken from the overall Yearly Lesson and Assessment Timeline) 7th Grade Confirmation Yearly Lesson & Assessment Timeline Week Wk-12 Wk-13 Wk-14 Wk-15 Wk-16 Unit Title: Unit 4: The Church Unit 5: Morality Unit 6: Sacraments Lesson Title: Source of Life Feedom & Responsibility Valuing Life Being Virtuous Christ with Us Assessment Type: Unit 5 Pre-Assessment (Diagnostic) Ongoing Assessment (Continuous) Ongoing Assessment (Continuous) Ongoing Assessment (Continuous) Unit 5 Summative (Graded) Assessment *Effective Questioning & Anecdotal Records *Effective Questioning & Anecdotal Records *Effective Questioning & Anecdotal Records *Self-Assessment (Exit Ticket) *Self-Assessment (Reflection) *Self-Assessment (Exit Survey) *Unit 6 Pre-Assessment (Diagnostic) Notes: * Assessments conducted before Unit 5 begins. * Assessments conducted during Unit 5 course work. * Not shown is the summative assessment for Unit 4 conducted at the the beginning of Week 13 classes. * Assessment conducted after completion of Unit 5.

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 3 (2) Assessment Chart: (Outlines the definition, purpose and learning targets for each of the assessments identified in the Assessment Timeline, above.) Assessment (1) Pre-Assessment (Diagnostic) (2, 3, 4) Effective Questioning & Anecdotal Records (5) Self- Assessment (Exit Ticket) (6) Self- Assessment (Reflection) (7) Self- Assessment (Exit Survey) (8) Summative (Graded) Assessment Process & Purpose of Assessment Definition: Formative and formal (written) assessment used to identify what the learner knows about the upcoming standard & topic. This assessment is conducted one week prior to the start of the new unit and surveys prior knowledge of each upcoming lesson and surveys student knowledge of prerequisite knowledge. Purpose: Allows the teacher to analyze students' strengths & weaknesses in order to tailor upcoming unit lesson plans to meet individual needs. Learning Targets Met: OBJs 13.1, 13.2, 14.1, 14.2, 15.2 Definition: An informal formative assessment in the form of a "mental probe" that guides a student's thinking toward an appropriate response. Results of this mental probe are written in note-form and are taken from my personal observation of the student. Purpose: Questions allow the teacher to review learning, processes info, check memory to order to provide data for immediate instruction & planning if required. When appropriate, questions will aim at the target level of learning (Bloom's Taxonomy). Learning Targets Met: OBJs 13.1, 13.2, 14.1, 14.2, 15.1, and 15.2 Definition: A formative informal assessment where students self-assess their level of learning based on Bloom's taxonomy. Purpose: The exit ticket offers little in the way of teacher feedback, but allows the student to review lesson objectives and assess their level of learning for the class period. Learning Targets Met: OBJs 13. and 13.2 Definition: A formative assessment where student's thoughts are recorded so they can be saved, organized, and read later. Students will be directed on what topic to focus their reflection. Purpose: Reflections serve two purposes: (1) give the student the opportunity to cognitively analyze the lesson content (higher-learning skills), and (2) allow the teacher to analyze understanding. Learning Targets Met: OBJs 14.1 and 14.2 Definition: A questionnaire used to identify specific learning from the student. Students will write their answers on index cards and turn them in before leaving class. Purpose: Lesson exit survey formative assessments for teacher & student to check learning to identify needed review prior to covering new material. Learning Targets Met: OBJs 15.1 and 15.2 Definition: The Unit Quiz is a formal, written test given at the end of the unit. It is comprehensive in nature, in that it covers material from each of the three lessons, which make up the unit. Purpose: This test will be used by the teacher to assess content knowledge and will be communicated to parents and the administration in the form of a final letter grade. This assessment is worth 30 points. Learning Targets Met: OBJs 13.1, 13.2, 14.1, 14.2, 15.1, and 15.2

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 4 (3) Assessment Blueprint: Learning Target Type of Target Assessment Method 13.1 LEARN and APPLY the tools given for Knowledge Pers. Comm; making good decisions. Selected Response 13.2 DESCRIBE what is involved in having an informed conscience. Knowledge and Reasoning 14.1 EVALUATE why human life has value. Knowledge and Reasoning 14.2 UNDERSTAND Church teachings Knowledge about honoring life at all stages. 15.1 EVALUATE the importance of being the person God has created me to be. 15.2 CATEGORIZE Virtues in terms of the Church's four Cardinal Virtues. Reasoning Reasoning Pers. Comm; Selected Response Written Response Pers. Comm; Selected Response Pers. Comm; Selected Response Percent Importance 15 15 20 15 15 Written Response 20

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 5 Assessment Creations: (1) Pre-Assessment (Diagnostic) [10 minutes total/collected, added to portfolio, not graded]: (formal, formative assessment) Unit 5: Diagnostic Assessment: Circle the letter of the choice that best completes the sentence: 1. Your is like an inner voice that helps you choose between right & wrong. (Obj. 13.1, 13.2) a. Intellect b. Free will c. Soul d. Conscience 2. In order for a sin to be mortal, it must meet the following condition(s): (Knowledge Prerequisite) a. It is specifically forbidden by the 10 Commandments. b. It is dangerous, you must know that its dangerous, and you must do it in spite of the danger. c. It must be serious, you must know it is serious, and it must be done intentionally d. Be directly and seriously damaging for others. 3. Fortitude, justice, prudence, and temperance are known as: (Obj. 15.2) a. Theological Virtues b. Gifts of the Holy Spirit c. Cardinal Virtues d. Precepts of the Church e. Both a & c 4. Which is not one of the ten commandments? (Knowledge Prerequisite) a. You shall not bear false witness b. Bless the poor and the meek c. Honor your father & mother d. Keep the Sabbath day holy 5. is always gravely sinful because it shows contempt for the dignity of human life as well as for the holiness and goodness of God. (Obj. 14.1, 14.2) a. Murder b. Suicide c. Venial Sin d. Adultery

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 6 (2) Effective Questioning & Anecdotal Record, Lesson 1 [10 minutes total/not graded]: (Students stand if they know the answer; give time for multiple students to stand for each question.) What is the difference between a Mortal and Venial Sin? (Obj. 13.2) What does it mean to have free will? (Obj. 13.1) And why is that important for us to consider? (Obj. 13.1) (3) Effective Questioning & Anecdotal Records, Lesson 2 [10 min total/not graded]: (Students write short answers on an index card and hold up the card when completed; give time for multiple students to finish before calling one or more to read their answer.) Briefly write the difference between abortion and euthanasia. (Obj. 14.2) Find and Psalm 139:13-14. Pick one or two words that stand out to you, why? (Obj. 14.1) (4) Effective Questioning & Anecdotal Records Lesson 3 [10 min total/not graded]: (Students raise their hand when they know the answer; give time for multiple students to respond for each question.) Who can tell me one Cardinal Virtue? How about another? What do they do for us? (Obj. 15.2) Who can give me an example of modesty in dress? How about modesty in speech? (Obj. 15.1) (5) Self-Assessment (Exit Ticket), Lesson 1 [10 min. total/collected, placed in portfolio, not graded]: (Students write "number" assessment on the back an index card and turn in prior to leaving class. The following chart is shown on the board to guide student assessment.)

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 7 (6) Self-Assessment (Reflection), Lesson 2 [15 min. maximum/collected, added to portfolio, not graded]: (Students are given the following question and asked to write a reflection and hand it in before leaving class) The Fifth Commandments says, "You shall not kill." Reflect on one current issue or situation in which human life is being valued today and how this can be an example of living out the Fifth Commandment. (Ob.j 14.1) Answer: Students answers should reflect an understanding of the value of human life and how there are positive examples of this commandment at work (in our town, nation, world) today. (7) Self-Assessment (Exit Survey), Lesson 3 [10 min. total/collected, added to portfolio, not graded]: (The following questions are handed out, answered individually by students and turned in on their way out of class.) Lesson 3 Exit Survey 1. In your own words, define the following terms (you may use your catechism for help) (Obj. 15.1): Virtue: Answer: A habitual and firm disposition to do the good. Allows the person not only to perform good acts, but to give the best of him/herself (CCC 1803). Vice: Answer: A habit acquired by repeated sin in violation of the proper norms of human morality (CCC 1866). Sin: Answer: An offense against God as well as a fault against reason, truth, and right conscience. A deliberate thought, word, deed or omission contrary to the eternal law of God (CCC 1849). 2. How do virtues help you follow the Jesus' teachings of the two great commandments to (1) love God with our whole mind, heart, and soul and (2) to love our neighbor as ourselves (Matthew 22:27)? (Obj. 15.1) Answer: Students should answer to the effect that virtues make living up to God's laws and obeying the "golden rule" something we do automatically without thinking about it. Our positive actions become second nature. When this happens, we not only honor God and serve his Kingdom, but also become holy.

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 8 (8) Summative (Graded Assessment) [20 minutes maximum/collected, added to portfolio, graded 30 points]: (formal, summative assessment, correct answers reviewed with class one tests are handed in). Unit 5: Morality Final Quiz 1 A. Multiple Choice (1 point each): circle the letter of the choice that best completes the sentence. 1. Your is the spiritual principle that reflects God in you. (Obj. 13.1) a. Intellect c. Soul b. Free will d. Conscience 2. Your is like an inner voice that helps you choose between right and wrong. (Obj. 13.2) a. Intellect c. Soul b. Free will d. Conscience 3. The effect of, without repenting and being forgiven is separation from God forever. (Obj. 13.1) a. Venial sin c. Free will b. Mortal sin d. Moral law 4. lessons the love of God in your heart and makes it more difficult to resist sin. (Obj. 13.2) a. Venial sin c. Free will b. Mortal sin d. Moral law 5. If a(n) has been formed well, it will lead you to what is truthful and just. (Obj. 13.1) a. Intellect c. Soul b. Free will d. Conscience 6. is always gravely sinful because it shows contempt for the dignity of

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 9 human life as well as for the holiness and goodness of God. (Obj. 14.2) a. Murder c. Venial Sin b. Suicide d. Adultery Summative (Graded Assessment) continued: Unit 5: Morality Final Quiz 2 7. is deliberately ending a pregnancy on purpose by killing an unborn child. (Obj. 14.2) a. Euthanasia c. Suicide b. Genocide d. Abortion 8. Deliberate action or non-action that causes the death of someone who is sick, or dying, or suffering because of disabilities is called. (Obj. 14.2) a. Euthanasia c. Suicide b. Genocide d. Abortion 9. Behavior or attitudes that lead others to sin are known as. (Obj. 15.1) a. Disobedience c. Free will b. Scandal d. Suicide 10. When we attempt to indirectly correct the damage done by sin, we are making amends or. (Obj. 15.1) a. Forgiveness c. Reparation b. Virtue d. Justice 11. The most important of all moral virtues are the. (Obj. 15.2) a. Theological Virtues c. Cardinal Virtues b. Divine Virtues d. Lost Virtues

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 10 12. The virtue of helps you maintain the right balance of body and spirit in human sexuality. (Obj. 15. 2) a. Modesty c. Fortitude b. Chastity d. Prudence Summative (Graded Assessment) continued: Unit 5: Morality Final Quiz 3 B. Short Answer: Complete each sentence with the correct term from the word bank. (1 point each) 13. Conscience moves you to know and follow the moral law, which directs us to do good and avoid evil. (Obj. 13.1) 14. _Sin is any deliberate thought, word, action, or omission that goes against moral saw and offends God. (Obj. 13.2) 15. Every human action is composed of three elements the object, the intention, and the circumstances. (Obj. 13.1, 13.2) Word Bank Breath Circumstances Intention Kill Life Moral law Over-Indulgence Self-awareness Sin Soul 16. The circumstances of an action can increase or decrease the moral goodness of the action. (Obj. 13.2) 17. Because humans are made in the image and likeness of God, each human life is sacred. (Obj. 14.1) 18. According to the Bible, humans are unique in that our very breath comes from and is upheld by God. (Obj. 14.1) 19. The Fifth Commandment tells us to not kill another person (Obj. 14.2) 20. We avoid over-indulgence and extremism because these actions can

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 11 damage the artistry of God at work in the human person. (Obj. 14.2) 21. Not only are we made by God, but we humans alone, of all creatures, also have the capacity for self-awareness. (Obj. 14.1) 22. Your spiritual soul reflects God in you. (Obj. 13.1, 14.1) Summative (Graded Assessment) continued: Unit 5: Morality Final Quiz 4 C. Written Response: Write a one-paragraph response to each question. (4 points each) 22. In terms of our free will and virtues, what does it mean to be in the world but not of the world (our call to be holy)? (Obj. 15.1) See grading rubric below

ASSESSMENT PLAN: CATHOLIC MORALITY UNIT (Lesson 13, 14, and 15) 12 22. Why is it not always easy to live a virtuous life? How can the Cardinal Virtues help? (Obj. 15.1) See grading rubric below Written Response scoring rubric: Criteria/ Pts 4 3 2 1 Evaluate the importance of being the person God has created me to be. (Obj. 15.1). Student uses each of these concepts correctly: Man is made in God's image, effects of sin (both types), virtue as a habit (lists Cardinal Virtues, man created "very good". Student uses most (3 of 4) of these concepts correctly: Man made in God's image, effects of sin (both types), virtue as a habit (references Cardinal Virtues, man created "good". Student uses some (2 of 4) of these concepts, mostly correctly but lacks specificity: Man made in God's image, effects of sin, virtue as a habit, man created "good". Student references 1 or none of the following concepts, with little detail: Man made in God's image, effects of sin, virtue as a habit (w/out specifics) man created "good".