Philosophy Unit
|
Day 1 |
||
|
Academic Skills |
Writing |
|
|
Objectives |
Students
will be able to: · Know and practice the
writing process · Know the process for
constructing an argument |
|
|
Materials |
Textbook - They Say I Say by Gerald Graff & Cathy Birkenstein PowerPoint - Constructing an Argument Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Review Activity –
Picture match up · Students will match
pictures of the writing process in the correct order |
Time |
|
10 minutes |
||
|
Class Activity (macro and micro) |
Constructing an Argument · PowerPoint –
constructing an argument · Students will take notes
during lecture |
30 minutes |
|
Practice: Miss D’s
Argument · Identify the parts –
argument cut into sections, students place in correct order |
10 minutes |
|
|
Wrap Up |
Group
Reading · Begin reading “Don’t Blame the Eater” – They Say I Say (TSIS ) pg. 195-197 · Work in groups, start
reading together |
15 minutes |
|
Outside Application |
Students will use this information to identify
the argument, so what, who cares, they say, and I say in following readings |
|
|
Homework |
· They Say I Say Ch. 7 · Read “Don’t Blame the Eater” pg. 195-197 | |
|
Day 2 |
||
|
Academic Skills |
Writing –
Identifying arguments |
|
|
Objectives |
Students
will be able to: · Follow and practice the
process for constructing an argument |
|
|
Materials |
PowerPoint
– Not Worth Teaching TSIS – pg. 195-197 Not Worth Teaching Article and Comments Whiteboard Dry Erase Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Activity – Identify the
parts · Students will work in
groups to find the argument, so what, who cares, they say, and I say from the
reading, “Don’t Blame the Eater” pg. 195-197 |
Time |
|
10 minutes |
||
|
Class Activity (macro and micro) |
Group Work · Read Huffington Post
article and commentary in groups · Comprehension Check: PowerPoint
– Not Worth Teaching o
Students stay in groups to answer comp. questions |
15 minutes 40 minutes |
|
Wrap Up |
Review
Sheet · Discuss writing task
(last slide on ppt) · Review TSIS Ch. 1 · Assign homework |
10 minutes |
|
Outside Application |
Students will use the article and comments to
practice forming their own arguments. They will use these skills in the next
reading and writing assignment |
|
|
Homework |
· Writing task – see last two slides of ppt | |
|
Day 3 |
||
|
Academic Skills |
Reading |
|
|
Objectives |
Students
will be able to: · Understand background
knowledge concerning Rene Descartes and his writing · Identify and define
vocabulary from the text · Use pre-reading skills
to make predictions about the text |
|
|
Materials |
PowerPoint
– Descartes Intro Text – Meditations on First Philosophy Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Review · Check-in with students
on arguments · Collect arguments Discussion · What do you know about
philosophy? What do philosophers do? |
Time |
|
10 minutes 10 minutes |
||
|
Class Activity (macro and micro) |
Lecture · PowerPoint – Descartes
Intro o
Rene: background information o
Journal – Respond to quote from Descartes § See ppt o
Discuss responses with group/partner |
15 minutes 8 minutes 2 minutes |
|
Wrap Up |
Introduce
Text · Discussion – what are
your thoughts about the title? What do you think the text will be about? · Content Vocabulary –
activity o
Students split into groups of 3 and given 5 words for each
group o
Students will sort vocabulary into three categories: know,
think I know, don’t know o
Each student will be responsible for finding the definition
of at least one word to share with their group at the next class · Hand out text & assign
homework |
5 minutes 7 minutes 2 minutes 3 minutes |
|
Outside Application |
Students will apply pre-reading skills to
Meditations on First Philosophy (MFP) and make predictions. The reading process
they use for this text will be used for future texts and may help them with
outside class reading. Strategies for understanding content vocabulary are
also being developed to be used for this text and future texts. |
|
|
Homework |
· Read Meditations on First Philosophy (MFP)
with Reading Questions · Check definitions of words known and find definitions for think and don’t know | |
|
Day 4 |
||
|
Academic Skills |
Reading |
|
|
Objectives |
Students
will be able to: · Understand basic details
of reading |
|
|
Materials |
PowerPoint
– Meditations Part 1 and Meditations Part 2 Text – MFP Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Vocab Follow-up · Students will return to
groups and share vocabulary Journal Task · Explain Descartes’
purpose for writing this essay. What is his main reason for writing this?
(Big idea) |
Time |
|
5 minutes 10 minutes |
||
|
Class Activity (macro and micro) |
Discussion · Students will discuss
these questions in groups of 3 and then share with the class: o
What were your initial thoughts? o
Were your opinions influenced or changed by the reading
questions? o
What did you find the most interesting? What
did you find the most confusing? Comprehension Activity · PowerPoint – Meditations
Part 1 and 2 o
Students will work in groups to answer the comprehension
questions o
To answer, students must provide the answer and evidence
from the text to support it o
See ppt for questions o
Questions will observe macro and micro comprehension and
review of argumentative devices (identifying They, So what, Who Cares, transitions, rebuttals,
etc.) |
10 minutes 40 minutes |
|
Wrap Up |
· Assign homework –
Decoding Meditations |
5 minutes 2 minutes |
|
Outside Application |
By identifying I say, they say, so what, who cares, students will be able to
identify various parts of an argument and detect these in future readings. |
|
|
Homework |
· Read through MFP again
with highlighted version · Decoding Meditations worksheet – identify parts of the argument | |
|
Day 5 |
||
|
Academic Skills |
Reading
& Writing |
|
|
Objectives |
Students
will be able to: · Understand basic details
of reading and Descartes’ methodology · Identify the parts of
Descartes’ arguments |
|
|
Materials |
PowerPoint –Meditations Part 1 and Meditations Part 3 Text – MFP Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Review Activity · Review questions and
answers cut into strips · Student with question
stands to state question · Student with answer
responds by standing and stating the answer o
For review questions, see Review Quiz below |
Time |
|
7 minutes |
||
|
Class Activity (macro and micro) |
Comprehension Activity · Finish Meditations –
Part 2 from previous class · Begin Meditations – Part
3 o
God’s existence – Dialogue Argument Breakdown · Give students time to
finish/edit Decoding Meditations · Compare students’ work
with argument breakdown handout |
30 minutes 7 minutes 12 minutes |
|
Wrap Up (micro) |
Discussion · Is there anything wrong
with Descartes’ method? Could using this method be harmful to him or others? · Introduce essay prompt · Free write – thoughts
about prompt |
6 minutes 2 minutes 7 minutes 3 minutes |
|
Outside Application |
Students will need to understand the workings of
each argument in order to argue for or against it in their essay. |
|
|
Homework |
· Begin brainstorm | |
|
Day 6 |
||
|
Academic Skills |
Writing –
Outlines |
|
|
Objectives |
Students
will be able to: · Complete a brainstorm and
outline for their essay |
|
|
Materials |
Outline Samples: Graphic Organizer and List Outline Text – MFP & TSIS Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (macro) |
Brainstorms · Students will share brainstorms
with a partner |
Time |
|
10 minutes |
||
|
Class Activity (macro and micro) |
Outlines · Hand out Outline Your
Thoughts worksheet · Students will fill in
the spaces to complete their outline o
Work together as a class o
Use a student’s topic to show example on doc cam o
Help students find suitable examples/evidence to support
their argument · Introduce Outline
Examples o
List & Graphic Organizer |
45 minutes 10 minutes |
|
Wrap Up |
Journal Task · What areas of your
outline are solid? What areas need more work? How will you strengthen these
areas? |
10 minutes 5 minutes |
|
Outside Application |
These activities/handouts will help students
organize their thoughts and give them resources to use in the future. |
|
|
Homework |
· Finish Outline/ first
draft · Read TSIS Ch. 8 · Prepare for peer revision (next class) | |
|
Day 7 |
||
|
Academic Skills |
Writing –
Editing/Revising |
|
|
Objectives |
Students
will be able to: · Give and receive peer
feedback on essays |
|
|
Materials |
Text – MFP & TSIS Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (micro) |
Journal Task · How is your writing
process? What areas are you struggling with the most? What strategies from TSIS Ch. 8 will you use to strengthen
these areas? |
Time |
|
10 minutes |
||
|
Class Activity (macro and micro) |
Peer Revision · Hand out Peer Review
worksheet, explain directions · Randomize students’
papers for review · 2 cycles of review – 25
minutes each · Pass back papers to
owners o
Begin making edits |
50 minutes 15 minutes |
|
Wrap Up |
5 minutes |
|
|
Outside Application |
Students will gain a sense of audience awareness
from the peer review and by seeing/hearing others’ comments. |
|
|
Homework |
· Complete second draft · Email second draft to teacher by the next day to receive teacher feedback | |
|
Day 8 |
||
|
Academic Skills |
Writing -
Revising |
|
|
Objectives |
Students
will be able to: · Fine tune the
organization and mechanics of their essay |
|
|
Materials |
Student papers Text – MFP & TSIS Whiteboard Dry Erase
Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (micro) |
Journal Task · What strategies from TSIS Ch. 8 do you like/want to use in
your paper? o
Students may use text if need a refresher |
Time |
|
10 minutes |
||
|
Class Activity (macro and micro) |
Third Draft · Pass back papers – give
students time to look over comments · Ask students to
volunteer sentences/paragraphs they are having trouble with in their essay o
Work together as a class to revise examples o
Also look at organization – review outline examples · Remaining time for
in-class revising |
5 minutes 15 minutes 40 minutes |
|
Wrap Up |
· Answer any questions
students may have |
5 minutes |
|
Outside Application |
By seeing peer examples, students will be able
to see how to fix their own mistakes/make corrections to their own sentences,
paragraphs, and organization. |
|
|
Homework |
· Complete final draft · Prepare to hand in all brainstorms, outlines, and drafts, peer review feedback, teacher feedback, and outside-peer signature with final draft | |
|
Day 9 |
||
|
Academic Skills |
Writing
& Academic discussion |
|
|
Objectives |
Students
will be able to: · Complete and reflect
upon the writing process of this essay |
|
|
Materials |
Text – MFP & TSIS Whiteboard Dry Erase Markers Computer Projector Doc Cam |
|
|
Preview/Warmer (micro) |
Reflective Journal Task ·
Take out essay materials to hand in ·
Give students time to look over work to prepare for Journal
Task ·
Reflective Journal Questions o
What did you like, or find beneficial, about this writing
assignment? Is there anything about this assignment that should be improved
for the future? o
According to the feedback you received from your professors,
peers, tutors, etc., what did you do well in your essay? o
According to the feedback you received from your professors,
peers, tutors, etc., what adjustments do you need to make in your writing?
How will you make sure to do this in your next essay? |
Time |
|
30 minutes |
||
|
Class Activity (macro and micro) |
· Turn in essay o
All brainstorms, outlines, and drafts, peer review feedback,
teacher feedback, and outside-peer signature with final draft Ethics Introduction · Class Discussion: What
is Ethics? How would you define it? · In groups, students will
discuss: What are some ethical issues you have heard about? Why are these
issues considered to be ethical? |
5 minutes 10 minutes 15 minutes |
|
Wrap Up |
· Introduce next unit
project o
Students will research an ethical issue within their field
and present two to three arguments concerning the issue. |
15 minutes |
|
Outside Application |
By reflecting on their work, students will be
able to recognize what they have done well and begin strategizing how to
implement changes to their next paper. |
|
|
Homework |
· Research ethical issues within major/field of study | |