Sign In
/Style Library/ci_upload/fa1e4cee-7da1-40a1-9456-f854c282faf3n.jpg?rev=-2100779746
Image description

Toronto Catholic District School Board

Fully Alive
Grade 7- Themes 1 and 2
(Family Life)

Created and Loved by
–      deepen the student’s understanding about being made in the image of God, responsible for our actions, living in relationship with others
–      recognize the concept of personality
–      examine the influence of heredity on the student’s development and value the characteristics inherited from the student’s family
–      examine and appreciate the influence of environment on a person’s development and appreciate those which have been positive
–      begin to articulate and value God’s plan for the student’s life
–      participate in creating a class poem “To be a person is to be someone who…”
–      use a journal for personal reflection on “What it means to be me”
–      research and reflect upon the student’s personality (i.e. by means of a Personality Quiz)
–      describe the student’s “Personality” (i.e. poem, picture, collage)
–      research and articulate orally some of the characteristics that have been inherited in the student’s family (fixed genetic traits, talents, personality tendencies)
–      identify orally or in written form some influences in the student’s lives, e.g. family, friends, social environment etc.
–      identify the effects of positive and negative events in the student’s life
–      reflect and respond to the question, “What is God’s plan for me? (e.g. in a journal or interview)
·     (name of student)  has deepened his/her understanding of what it means to be a person as well as exploring the meaning and strategies for good human relationships
·                                    has recognized the influences of family and friends on his/her development as a person, and communication strategies which help to promote good family and friend relationships
·                                    ‘s assignments and participation in role playing activities demonstrate an understanding of the importance of good listening and conflict resolution skills
–      examine and value human relationships and intimacy
–      deepen their understanding of family life
–      value good communication and flexibility in family relationships
–      identify special challenges to the family
–      ascertain and appreciate the qualities of real friendship
–      discuss the differences among relationships that are superficial, in-between and intimate
–      use journals to identify and describe one supportive relationship in their life
–      analyze and discuss a TV show about a family
–      give an oral report on an interview with a family member regarding his/her position in the family
–      illustrate (e.g. in poster/picture form) one of the good communication strategies for family life
–      name some special challenges that families face and give some suggestions as to how to address these
–      give some examples of exploitative relationships, peer pressure
–      participate in a group activity to develop some strategies to offset peer pressure
Fully Alive (Family Life)
Grade 7- Theme 3
Created Sexual: Male
and Female
-    recognize and value the sexual nature of the person
-    develop an appreciation of the relational nature of sexuality
-    understand the concepts of masculinity and femininity
-    deepen their understanding of fertility and physical development during puberty
-    deepen their understanding of body image and the importance of self-acceptance
-    participate in creating a class prayer that expresses students’ hopes for their relationships as males and females
-    complete a research activity on “Sexual Roles and Television”
-    provide some solutions to a hypothetical life issue problem about peer pressure and sexual stereotyping
-    critique through research and discussion media images (magazines, record covers etc.) of males and females
-    actively and respectfully participate in a class discussion/presentation on Puberty and the Gift of our Bodies
-    use the journal to respond privately regarding self acceptance and self esteem
-    respects the privacy of others while they are engaged in quiet reflective activities, i.e. journal writing
·     (name of student)   has assisted the class in their prayer and reflection on their hopes for their growth and development as males and females
·   ______________  has completed a research project on the manner in which the media presents males and females and the ways in which he/she can stay focused on God’s plan for his/her growth, development and self esteem
·   _______________ has demonstrated good self reflection skills through actively taking time to do journal writing and has shown a respect for the privacy of others during this activity
·   _______________ has demonstrated good problem solving skills with issues involving peer pressure and stereotyping in their lives
*We have suggested previously that teachers should teach parts of the Physical Education Health unit using Theme Three from Fully Alive since there is overlap in these areas.  Some of the statements for reporting learning in Family life can then be included in the Physical Education section of the report card.  This will hopefully assist you in your reporting of both subject areas as well as ensuring that what is covered in the Health unit is reflective of Catholic Family Life teaching.
Fully Alive (Family Life)
Grade 7- Theme 4-5
-    explore feelings about growing up
-    recognize the challenges of growing up and becoming more independent
-    examine and apply a model for decision making
-    explore their responsibilities and commitments towards themselves and others
-    recognize the need for balance in the students’ lives
-    use a journal to respond privately to questions about growing up
-    participate in group discussions about situations involving freedom and responsibility
-    complete the six steps to Making a Decision Page (Fully Alive Teacher Text pages 105-106) using real or hypothetical situations
-    participate in a role play situation in which parents and children have to understand each other’s perspectives
-    plan a well-balanced day or weekend for themselves including all the areas in which they have responsibilities
-    articulate some realistic personal goals for themselves with a plan that will help them meet their goals
-    evaluate themselves regarding the goals they established for themselves
·          ( name of student )  has a good understanding of the six steps to making a decision, has demonstrated the manner in which people can achieve balance in their lives and can articulate the need for being involved in healthy life-giving groups.  Thank you ____________ for being God’s gift to our class this year.
·          ______________  through completion of class assignments and participation in class discussions has a good comprehension of the steps required to make good decisions, life-giving signs in communities and through class interactions shown he/she has integrated positive social skills required for group interaction and work.  Thank you ____________ for being God’s gift to our class this year.
·          ______________  has successfully and positively contributed to class discussions in planning different events in the class.  He/she also has begun to make use of the steps required to making good, gospel-centered life decisions.  Thank you               
                         for being God’s gift to our class this year.
-    examine and appreciate the nature of groups and the responsibilities involved in belonging to a group
-    explore some of the reasons people gather together: celebration, support, making change, work
-    deepen the students’ understanding of the signs of community
-    recognize that prejudice and unjust discrimination break the commandment of love
-    actively and respectfully participate in a group discussion about class celebrations and help present ideas on organizing one event
-    present to a group a newspaper article about a group of people gathering together
-    actively and respectfully participate in a group service project
-    apply some of the qualities needed for good group participation