My Philosophy of Life…



My Philosophy of Life…

(What I believe!)

English Language Arts

Grade 7 Murray

Part1 – Quotation Quest

• Numerous well-known examples of famous quotations will be read aloud

• Students will be shown a number of excellent websites to use to search for quotations that are meaningful to them personally…15 minimum

• Students will copy quotes and the author!

• Students will create a good copy using GoogleDocs. Formatting guidance will be provided in class.

• 2 Recommended Websites to explore:

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Part 2 – Proverbs

• The term Proverb will be discussed and samples provided

• Students will be provided an opportunity to research/find and record proverbs from around the world. They are expected to explain in their own words the meaning of each.

• Students will create page 2 of their Google Document … new subtitle (Part 2 – Proverbs, etc.),

10 Proverbs with explanation, formatted and as neat as possible.

• 2 Recommended Websites to explore:

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Part 3 – Belief Statements and Personal Credo

• Examples of ‘belief’ statements will be shown in class

• The term Credo will be discussed and samples provided

• Students will be provided an opportunity to write their own “I believe…, I dream…, I admire…, etc. statements. Minimum 10!

• Students will create page 3 of their Google Doc… new subtitle (Part 3 – Belief Statements and Credo), 10 ‘belief’ statements and 1 Credo, (Format: as shown in class!)

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Part 4 – Idiomatic Expressions

• Examples of idiomatic expressions (Idioms) will be shown in class

• The notion of Figurative vs Literal language will be discussed (also a link to metaphors!)

• The word cliché will be discussed and a caution about use of cliché’s will be given

• Students will be provided an opportunity to research well-known idioms. They will select a minimum of 20! They must explain the history and/or meaning for any 5 chosen idioms.

• Students will produce a visual representation (poster) (8 1/2 x 11white paper) of one or more of their chosen idioms (colourful, visually appealing, communicative)

• Students will add to their Google docs document above… new subtitle for (Part 4 – Idioms) 20 Idiomatic expressions, formatted and ‘fancypantsified’ (*emphasizes and makes use of visual, text-features, etc.)

• 2 Recommended Websites to explore:

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- Video

Part 5 – Morals, Values, and Ethics

• Morals will be defined and discussed

• Values will be defined and discussed

• Ethics will be defined and discussed

• 2 Recommended Websites to explore:

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• Students will be provided an opportunity to research ‘core’ values. They will create a list of approximately 20! They will use each in a sentence. They will then attempt to prioritize those values in order of importance to them! (Reorder your list!) Write a short statement to justify your order.

• Students will add to their Google docs document above… new subtitle for (Part 5 – Morals, Values, Ethics) 20 values used in a sentence and prioritized, formatted and ‘fancypantsified’ (*emphasizes and makes use of visual, text-features, etc.)

Part 6 – Philosophical Questions

• The difference between scientific and philosophical inquiry will be discussed

• Watch the following Crash Course on Philosophy

• Examples of ‘philosophical’ questions will be shown in class

If you were born somewhere else would you be the same person?

Does your goldfish know who you are?

Do we have a soul?

If lying is morally wrong, is it ever okay to lie?

Which came first, the chicken or the egg?

What is more important, the one or the many?

Is one person’s life more valuable than another?

• Students will be provided an opportunity to research philosophical questions. Students will select a minimum of 10 questions to copy. Students will then select 1 of the questions to attempt to answer. (Develop!! Detail!!)

• Students will add to their Google docs document above… new subtitle (Part 6 – Philosophical Questions), 10 ‘philosophical’ questions, 1 developed answer, formatted and ‘fancypantsified’ (*emphasizes and makes use of visual, text-features, etc.)

• 2 Recommended Websites to explore:

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Part 7 – Types of Questions

• If time…

Part 8 – Visual Representation and Part 9 – Oral Presentation

Assessment

Part 1 – Quotation Quest

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|8.3 understand that note-making is purposeful and has many purposes (e.g., personal use, gathering | | | | |

|information for an assignment | | | | |

|(Handwritten Document – Format and Note taking) | | | | |

|9.1 demonstrate facility in using a variety of forms of writing to create texts for specific | | | | |

|purposes and audiences | | | | |

|(Google Document -“FANCYPANTSIFY” the aesthetics of the page… formatting) | | | | |

Part 2 – Belief Statements and Personal Credo

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|9.4 develop the awareness that content, writing style, tone of voice, language choice, and text | | | | |

|organization need to fit the reader and suit the reason for writing | | | | |

|PURPOSE – Philosophical nature (thoughtful, reflective) evident in writing | | | | |

|10.1 Consistently use the conventions of written language in final product. (CONVENTIONS) | | | | |

|10.4 demonstrate a commitment to crafting pieces of writing and other representations | | | | |

|(COMMITMENT – willingness to develop ideas! ) | | | | |

Part 3 – Proverbs

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|6.2 make evaluations or judgments about texts and express personal points of view | | | | |

|(INTERPRETATION – Able to articulate in own words an understanding of each proverb) | | | | |

|8.3 understand that note-making is purposeful and has many purposes (e.g., personal use, gathering | | | | |

|information for an assignment | | | | |

|(RESEARCH - Format and Note taking) | | | | |

Part 4 – Idiomatic Expressions

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|6.2 make evaluations or judgments about texts and express personal points of view | | | | |

|(INTERPRETATION – Able to articulate in own words an understanding of meaning or history of each | | | | |

|idiom) | | | | |

|9.3 demonstrate an understanding that ideas can be represented in more than one way and experiment | | | | |

|with using other forms such as dialogue, posters, and advertisements | | | | |

|(Artistic Representation – Poster, etc.) | | | | |

Part 5 – Morals, Values, and Ethics

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|6.2 make evaluations or judgments about texts and express personal points of view | | | | |

|(DECISION MAKING – Creation of List of core values important to them) | | | | |

|8.3 understand that note-making is purposeful and has many purposes and many forms, (e.g., lists, | | | | |

|summaries,) | | | | |

|(LIST – of core values, prioritized) | | | | |

Part 6 – Philosophical Questions

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|6.1 extend personal responses, either orally or in writing, to print and non-print texts by | | | | |

|explaining in some detail initial or basic reactions to those texts | | | | |

|(INTERPRETATION – Develop ideas and thoughts | | | | |

|6.2 make evaluations or judgments about texts and express personal points of view | | | | |

|(INTERPRETATION – Demonstrate understanding | | | | |

|7.3 develop an ability to respond critically to various texts in a variety of ways and how they | | | | |

|might contribute to meaning construction and understanding − become aware of how and when personal | | | | |

|background influences meaning construction, understanding, | | | | |

|(INTERPRETATION – Is unique to them… a reflection of self as individual) | | | | |

|8.3 understand that note-making is purposeful and has many purposes (e.g., personal use, gathering | | | | |

|information for an assignment | | | | |

|(RESEARCH - Format and Note taking) | | | | |

|10.4 demonstrate a commitment to crafting pieces of writing and other representations | | | | |

|(COMMITMENT – willingness to develop ideas! ) | | | | |

Technology

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|9.1 demonstrate facility in using a variety of forms of writing to create texts for specific | | | | |

|purposes and audiences | | | | |

|(“FANCYPANTSIFY” the aesthetics of the page… formatting) | | | | |

|10.1 Consistently use the conventions of written language in final product. (CONVENTIONS) | | | | |

|10.3 acquire some exposure to the various technologies used for communicating to a variety of | | | | |

|audiences for a range of purposes (videos, e-mail, word processing | | | | |

|(TECHNOLOGY – Use Chromebooks to access internet and create a Google Docs document) | | | | |

Oral Presentation

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|2.4 evaluate speakers and the effectiveness of their talk in particular contexts | | | | |

|(LISTENING – intently as an audience member) | | | | |

|3.4 Recognize that different situations (interviews, speeches) require different speaking and | | | | |

|listening conventions (forma language, pace, tone, etc.) appropriate to the situation | | | | |

|(SPEAKING – oral presentation skills demonstrated) | | | | |

Speaking (“Give Me 5!”) Comments

(if necessary)

Not so Great

Great

Loud and Clear (from back of room) 1 2 3 4 5

Eye contact (scans the entire room) 1 2 3 4 5

Posture (straight and tall) 1 2 3 4 5

Expression/Enthusiasm 1 2 3 4 5

Language Choice (formal language) 1 2 3 4 5

(avoids use of “like”, “stuff”, “yeah”, etc.)

My Philosophy of Life…

|Outcomes (Writing/Representing)) |4 |3 |2 |1 |

|2.4 evaluate speakers and the effectiveness of their talk in particular contexts | | | | |

|(LISTENING – intently as an audience member) Class Presentation | | | | |

|3.4 Recognize that different situations (interviews, speeches) require different speaking and | | | | |

|listening conventions (forma language, pace, tone, etc.) appropriate to the situation | | | | |

|(SPEAKING – oral presentation skills demonstrated) Class Presentation | | | | |

|6.1 extend personal responses, either orally or in writing, to print and non-print texts by | | | | |

|explaining in some detail initial or basic reactions to those texts | | | | |

|(INTERPRETATION – Demonstrate ideas and thoughts) Parts 3 and 4 | | | | |

|6.2 make evaluations or judgments about texts and express personal points of view | | | | |

|(INTERPRETATION – Demonstrate understanding) Numerous Parts | | | | |

|7.3 develop an ability to respond critically to various texts in a variety of ways and how they | | | | |

|might contribute to meaning construction and understanding − become aware of how and when personal | | | | |

|background influences meaning construction, understanding, Numerous Parts | | | | |

|(INTERPRETATION – Is unique to them… a reflection of self as individual) | | | | |

|8.3 understand that note-making is purposeful and has many purposes (e.g., personal use, gathering | | | | |

|information for an assignment | | | | |

|(RESEARCH - Format and Note taking) Numerous Parts | | | | |

|8.4 Use a range of strategies in writing and other ways of representing to explore and reflect on | | | | |

|their feelings, values, and attitudes. | | | | |

|(VOICE - passion, emotion, personal conviction is evident in quotes, belief statements, credos, and| | | | |

|ethics/morals/values) Part 2 - Belief Statements/Credo | | | | |

|9.1 demonstrate facility in using a variety of forms of writing to create texts for specific | | | | |

|purposes and audiences Numerous Parts | | | | |

|(“FANCYPANTSIFY” the aesthetics of the page… formatting) | | | | |

|9.3 demonstrate an understanding that ideas can be represented in more than one way and experiment | | | | |

|with using other forms such as dialogue, posters, and advertisements Numerous Parts | | | | |

|(Artistic Representation – Poster, etc.) | | | | |

|9.4 demonstrates an awareness of the effect of context on writing. Make appropriate choices of | | | | |

|form, style, and content for specific audiences and purposes | | | | |

|(TEXT FEATURES are used to enhance the piece) Numerous Parts | | | | |

|10.1 Consistently use the conventions of written language in final product. (CONVENTIONS) | | | | |

|Numerous Parts | | | | |

|10.4 demonstrate a commitment to crafting pieces of writing and other representations | | | | |

|(COMMITMENT – willingness to develop ideas! ) Numerous Parts | | | | |

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