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Learning Goal:

I will…
- explain how the hero's journey relates to the real world and to my life choices

Success Criteria:

I can…

orally communicate my ideas to my peers effectively.

listen actively to others.

use vocabulary related to the hero’s Journey.

understand how the hero’s journey applies to a variety of written, visual, audio and video texts.

explain my inferences about a variety of texts

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-Math language
-Sharing ideas with others

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- develop a growth mindset and a willingness to learn and make mistakes (like heroes in stories)
- understand how the hero’s journey applies to a variety of written, visual, audio and video texts
- develop active listening and oral communication skills

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E1.Sustainable Communities: identify factors that affect the sustainability of communities, and describe strategies for improving their sustainability (FOCUS ON: Interrelationships; Geographic Perspective)E2.Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural  environment (FOCUS ON: Spatial Significance; Interrelationships)E3.Patterns of Land Use: describe patterns of land use in their local community (FOCUS ON: Spatial Significance; Patterns and Trends)

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E1.Sustainable Communities: identify factors that affect the sustainability of communities, and describe strategies for improving their sustainability (FOCUS ON: Interrelationships; Geographic Perspective)E2.Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural  environment (FOCUS ON: Spatial Significance; Interrelationships)E3.Patterns of Land Use: describe patterns of land use in their local community (FOCUS ON: Spatial Significance; Patterns and Trends)

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liveable communities

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-Creating tasks that encourage collaboration, communication and teamwork.

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THJ3E, A1.  demonstrate an understanding of species classification and identification and of relationships between species and geographical regions.

CGC1D, B1.  The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada

Gr 7 (OE 1) Human activities have the potential to alter the environment.

Gr 7 (OE 1) Humans must be aware of these impacts and try to control them.

Learning Goals:
- Recognizing that we have an impact on the environment.
- Understanding what an environmental footprint is.
- How to reduce our Environmental impact.
- How our actions impact future generations.

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-Peer to peer assessment
-Self-assessment
-Co-constructed success criteria and rubrics
-Student driven success criteria

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-simple random groups to improve accountability and individual role mastery
-conflict resolution
-problem solving
-grouping by ability

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We are learning to write a descriptive paragraph that includes an individuals physical appearance, their interests, and their personality traits so that others can easily identify them.

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We will explore the balance between Power and Privilege in humans through different genres of literary texts.

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Gr 7 (OE 1) Human activities have the potential to alter the environment.
Gr 7 (OE 1) Humans must be aware of these impacts and try to control them.
Gr 7 (SE 3.8) describe ways in which human activities and technologies alter balances and interactions in the environment
Gr 8 (OE 1) assess the impact of human activities and technologies on the sustainability of water resources

Gr 8 (SE 1.2)  assess the impact on individuals, society, and the environment of alternative ways of meet- ing needs that are currently met by existing systems, taking different points of view into consideration
Gr 8 (SE 1.1)  evaluate personal water consumption, compare it with personal water consumption in other countries, and propose a plan of action to reduce personal water consumption to help address water sustainability issues

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- Hero's journey stations
- Hero's journey grab bag activity
- Hero's journey media product

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I can identify relevant vocabulary words that I will need to write my descriptive paragraph.
I can use my picture dictionary to help me write a description of an individual's outfit.
I can use my picture dictionary to help me write three things that my individual likes or dislikes.
I can use  my picture dictionary to help me write about three of an individual's personality traits.
I can use my picture dictionary to help me read a descriptive paragraph and match it to the corresponding individual.

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Students should:
-evaluate the role of power and privilege in characters and plots.
-evaluate their own relations with power and privilege
- understand the different and implications of both power and privilege
- explore the effects on people of both power and privilege

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We are learning about how significant events, individuals, and groups, including Indigenous peoples, Quebecois, and immigrants contributed to the development of Canadian identity between 1945 and 1982

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- observation & conversation data checklist
- self-assessment
- student-centred success criteria
- Student interest

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Students will work collaboratively to build scarecrows that they will write descriptions about, as if the scarecrow is missing. (These scarecrows will represent the individuals that the students are writing about.)

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I will use appropriate language to communicate orally

I will use speaking skills and strategies appropriately in order to communicate with different audiences (teachers and peers)

I will appropriately communicate with others in different situations

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- create surveys about how power and privilege affect their own lives
- create a manner of measuring how power and privilege affect characters - develop with students and refer to throughout the semester.
-explore collaboratively the idea of power and privilege in plots.
-do a final project on the theme of power vs. privilege

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Students should
-discuss contributions of various individuals, groups, and/or organizations and how this contributed to pop culture
-analyze key cause of significant events and issues that affected First Nations, Metis, and Inuit communities
-describe key developments in immigration and refugee and policy in Canada
-describe the cause and consequences of the Quiet Revolution

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-interacting in French for purposeful conversation
-interpret messages accurately in second language
-engage in guided spoken interactions with their peers and the teachers using familiar words and expressions
-"i can" expressions

Math
-coconstructing learning goals

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Students will know that they have achieved the learning goal if other students are able to select their scarecrow out of a group of scarecrows. They will reflect on their descriptions to determine if their scarecrow was a missing person, would their description of their scarecrow help the police  to find them and pick them out of a crowd.

Looks Like:

Students are on task.

Students are working as a team.

Students are keeping their hands to themselves.

Students are using materials appropriately.

Students are tidying their work stations when time is up.

Students are demonstrating creative differences.

Sounds Like:

Students are using an appropriate volume.

Students are having relevant conversations.

Students are doing their best to speak in French.

Students have a positive attitude.

Students are having respectful disagreements.

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specific expectations
1.1

use a variety of measurements

to

compare the impact on the natural environment

of people in Canada and people in other

countries

Success criteria - I can explain my ecological foot print and the footprint of others

E1.2

identify various ways in which communities

in Canada dispose of their waste material

(e.g., landfilling, composting, incineration, primary

and secondary sewage treatment)

, and describe

potential environmental impacts of these

methods

Success Criteria - I can explain how waste in managed and the environmental impact of different types of management

E1.3

describe ways in which communities can

improve their environmental sustainability

Success Criteria - I can explain how waste can be better managed in my community

E1.4

identify actions that individuals can take to

live more sustainably, and explain the benefits

for their local community

Success Criteria - I can explain how I can make changes to support the environment

E2.1

analyse interrelationships between the built

and natural environments

Success criteria - I can differentiate between built and natural environments

E2.2

assess the compatibility of different types

of land uses with each other within their local

community
Success Criteria - I can identify and explain the push/pull between types types of land use.

E2.3

explain how changes in land use can affect

the growth or decline of different parts of a

community

Success Criteria - I can explain how changes in land use impact on the community in different ways

E2.4

analyse the impact of a selected project

on a community
Success Criteria - I can look at proposed development and how it can impact a community

E3.1

describe different types of land use within

their community
Success Criteria - I can describe and define the different uses of land in the community

E3.2

describe spatial distribution patterns for

human systems and services in their community
Success Criteria - I can identify and locate different systems and services in the community

E3.3

identify spatial connections between human

systems and services in their community and

the broader regional, national, and/or global

networks to which they belong

Success Criteria - I can identify and explain different systems that support my community, national and globally

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- group work and presentations
- written analysis in various forms
- tests
-group discussions
-debates
-self-reflection activities

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The students should be able to determine appropriate language for various audiences.

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School Garbage Audit

Recycling Team

Eco Club

Track your product. Cradle to Cradle or Cradle to Grave. How is the product created, and then recycled or disposed of after use.

Calculating Schools Footprint (https://www.footprintcalculator.org)

Water Footprint. USA resource, use Vermont for UCDSB as they relate most. (https://www.watercalculator.org)

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-primary source analyses to explore historical perspective
-immigration policy to analyze continuity and change
-Song analysis - Tragically Hip and Chanie Wenjack and the effects of Residential schools on Indigenous identities in Canada

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-French cafe
-recipes
-ordering subway-multi step
-visiting community helpers
-designing a house
-financing trips-les voyages

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-Visit Retirement Residence to have engaging conversations with different age groups
-Reading buddies with Jr. students
-Student/teacher conferences
-Math groups with peers
-Guided Groups (reading, math, science, etc)

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-triangulation-observation, product, listening to conversation
-checklist for success and rubrics
-gathering and document thinking with co creation of success criteria

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-observations and class discussions
-exit cards

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Communicate information and ideas orally in French
Participate in spoken interaction in French

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Speaking
-use familiar language structures such as repetition
-incorporate previously learned words and phrases to clarify meaning
-use familiar words to produce brief rehearsed messages
-speak with a smooth pace, appropriate intonation and accurate pronunciation
-demonstrate understanding of appropriate speaking behaviour

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-Observation
-Conferences/Converstations
-Video documentation

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-topics of interest to students
-real world experiences like a French cafe (visiting a French restaurant and ordering in French)
-personal topics on themselves, family and friends
-communicating through dramatic performances

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-observations
-conversations with students
-AIM dramatic performances
-video documentations
-poster displays on French communities in Canada
-rubrics for communication in French cafe