Chinese Language Acquisition Phase 1-2

Unit 1: Identity – What Makes You-You

Duration
Weeks: 10

Unit Title
Identity – What Makes You-You

LP Attributes
Communicator, Risk-taker

Key Concept
Communication

Related Concepts
Message, Pronunciation

Global Context
Identities and Relationships (Identity formation)

Statement of Inquiry
People achieve effective communication by transmitting messages with proper pronunciation.

Summative Assessment Criteria
Criterion A, Criterion C

ATL Skills

• C-Give and receive meaningful feedback
• C-Use intercultural understanding to interpret communication
• C-Use a variety of speaking techniques to communicate with a variety of audiences

Curriculum Standards

• Purpose 1.1: Identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
• Purpose 2.1: Identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
• Demonstrating Understanding 1.4: Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
• Making Inferences/Interpreting Texts 1.5: Develop interpretations about texts using stated and implied ideas to support their interpretations
• Reading Familiar Words 3.1: Automatically read and understand most words in a range of reading contexts
• Variety of Texts 1.1: Read a wide variety of texts from diverse cultures, including literary texts
• Form 2.1: Write complex texts of a variety of lengths using a wide range of forms

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Unit 2: School Community

Duration
Weeks: 8

Unit Title
School Community

LP Attributes
Knowledgeable, Thinkers

Key Concept
Connections

Related Concepts
Function, Structure

Global Context
Orientation in space and time – Exchange and interaction

Statement of Inquiry
Meaningful connections across different spaces and times by understanding how the functions and structures are interrelated.

Summative Assessment Criteria
Criterion B, Criterion D

ATL Skills

• SM-Plan short and long-term assignments; meet deadlines
• SM-Create plans to prepare for summative assessments (exams and performances)
• SM-Set goals that are challenging and realistic
• SM-Plan strategies and take action to achieve personal and academic goals
• T-Gather and organize relevant information to formulate an argument
• T-Identify obstacles and challenges

Curriculum Standards

• Purpose 1.1: Identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
• Purpose 2.1: Identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
• Variety of Texts 1.1: Read a wide variety of texts from diverse cultures, including literary texts
• Demonstrating Understanding 1.4: Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
• Making Inferences/Interpreting Texts 1.5: Develop interpretations about texts using stated and implied ideas to support their interpretations
• Analysing Texts 1.7: Analyse increasingly complex texts and explain how the different elements in them contribute to meaning
• Point of View 1.9: Identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives
• Reading Familiar Words 3.1: Automatically read and understand most words in a range of reading contexts
• Reading Fluently 3.3: Read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
• Form 2.1: Write complex texts of a variety of lengths using a wide range of forms
• Sentence Fluency 2.4: Vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns

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Unit 3: Healthy Lifestyle

Duration
Weeks: 9

Unit Title
Healthy Lifestyle

LP Attributes
Inquirers, Open-minded

Key Concept
Culture

Related Concepts
Meaning, Form

Global Context
Identities and Relationships – Lifestyle choices

Statement of Inquiry
Culture weaves through various lifestyles, molding the meaning and form that define how individuals shape their way of life.

Summative Assessment Criteria
Criterion A, Criterion B

ATL Skills

• C-Read a variety of sources for information and for pleasure
• C-Take effective notes in class
• C-Make effective summary notes for studying
• S-Practise empathy
• S-Delegate and share responsibility for decision-making
• S-Listen actively to other perspectives and ideas
• S-Negotiate effectively

Curriculum Standards

• Purpose 1.1: Identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks
• Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Point of View 1.8: Identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
• Purpose 2.1: Identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
• Appropriate Language 2.4: Use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience
• Variety of Texts 1.1: Read a wide variety of texts from diverse cultures, including literary texts
• Demonstrating Understanding 1.4: Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
• Extending Understanding 1.6: Extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights; to other familiar texts, and to the world around them
• Reading Familiar Words 3.1: Automatically read and understand most words in a range of reading contexts
• Reading Unfamiliar Words 3.2: Predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• Developing Ideas 1.2: Generate ideas about more challenging topics and identify those most appropriate to the purpose
• Form 2.1: Write complex texts of a variety of lengths using a wide range of forms

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Unit 4: Diary – What’s Happiness and Pursuing Happiness

Duration
Weeks: 6

Unit Title
Diary – What’s Happiness and Pursuing Happiness

LP Attributes
Caring, Reflective

Key Concept
Creativity

Related Concepts
Audience, Purpose

Global Context
Personal and Cultural Expression – Philosophies and ways of life

Statement of Inquiry
People get creative in expressing themselves considering their audience and adding purpose to make their personal expressions meaningful.

Summative Assessment Criteria
Criterion C, Criterion D

ATL Skills

• SM-Plan short- and long-term assignments; meet deadlines
• SM-Create plans to prepare for summative assessments (examinations and performances)
• SM-Practise strategies to overcome impulsiveness and anger
• SM-Practise “bouncing back” after adversity, mistakes and failures
• SM-Practise dealing with disappointment and unmet expectations
• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)

Curriculum Standards

• Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Purpose 2.1: Identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
• Interactive Strategies 2.2: Demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
• Vocal Skills and Strategies 2.5: Identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
• Making Inferences/Interpreting Texts 1.5: Develop interpretations about texts using stated and implied ideas to support their interpretations
• Reading Unfamiliar Words 3.2: Predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• Purpose and Audience 1.1: Identify the topic, purpose, and audience for more complex writing forms
• Developing Ideas 1.2: Generate ideas about more challenging topics and identify those most appropriate to the purpose
• Organizing Ideas 1.5: Identify and order main ideas and supporting details and group them into units that could be used to develop a summary, a debate, or a report of several paragraphs, using a variety of strategies
• Word Choice 2.3: Regularly use vivid and/or figurative language and innovative expressions in their writing
• Sentence Fluency 2.4: Vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
• Point of View 2.5: Identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate

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Unit 1: People around me

Duration
Weeks: 10

LP Attributes
Thinker, Communicator

Key Concept
Communication

Related Concept(s)
Pronunciation, Meaning

Global Context
Identities and Relationships (Identify formation)

Statement of Inquiry
People associate accurate pronunciation with conveyed meaning to enhance effective communication in the realm of identities and relationships.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C-Use appropriate forms of writing for different purposes audiences
• C – Use a variety of media to communicate with a range of audience
• C – Negotiate ideas and knowledge with peers and teachers
• R – Read a variety of sources for information and for pleasure
• S – Listen actively to other perspectives and ideas
• S – Give and receive meaningful feedback

Curriculum Standards

• Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
• Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
• Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose

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Unit 2: Around the world

Duration
Weeks: 8

LP Attributes
Thinker, Open-minded

Key Concept
Connections

Related Concept(s)
Message, Word choice

Global Context
Globalization and Sustainability (Diversity and Interconnection)

Statement of Inquiry
The strength of connection between a message and its impact relies on thoughtful word choice within the context of diversity and interconnection.

Summative Assessment Criteria
Criterion B, Criterion D

ATLs (Skills)

• SM – Plan short and long term assignments; meet deadlines
• SM – Create plans to prepare for summative assessments (exams and performances)
• SM – Set goals that are challenging and realistic
• R – Locate, organize, analyze, synthesize and ethically use information from a variety of courses and media (including digital social media and online networks)

Curriculum Standards

• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
• Analysing Texts 1.7 analyse oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements
• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
• Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
• Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies
• Vocabulary 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose

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Unit 3: Festivals and Costumes

Duration
Weeks: 9

LP Attributes
Inquirers, Knowledgeable

Key Concept
Culture

Related Concept(s)
Meaning, Form

Global Context
Orientation in Space and Time – Heritage

Statement of Inquiry
Culture embeds orientation in space and time giving special meaning to costumes and shaping unique forms that express the importance of our traditions.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• S-Delegate and share responsibility for decision-making
• S-Take responsibility for one’s own actions
• S-Manage and resolve conflict and work collaboratively in teams
• S-Listen actively to other perspectives and ideas
• S-Negotiate effectively
• R-Access information to be informed and inform others
• R-Make connections between various sources of information
• R-Present information in a variety of formats and platforms

Curriculum Standards

• Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks
• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Point of View 1.8 explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts
• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
• Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
• Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
• Point of View 1.9 identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives
• Text Patterns 2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources

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Unit 4: Story Making – Legend, Myth & Poems

Duration
Weeks: 7

LP Attributes
Communicator, Thinker

Key Concept
Creativity

Related Concept(s)
Audience, Structure

Global Context
Personal and Cultural Expression – Creation

Statement of Inquiry
People use creativity to weave personal and cultural elements into their stories, connecting with the audience with a clear purpose.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• SM-Create plans to prepare for summative assessments (examinations and performances)
• SM-Keep and use a weekly planner for assignments
• SM-Keep an organized and logical system of information files/notebooks
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• T-Make unexpected or unusual connections between objects and/or ideas
• T-Apply existing knowledge to generate new ideas, products or processes
• T-Apply skills and knowledge in unfamiliar situations
• T-Inquire in different contexts to gain a different perspective

Curriculum Standards

• Comprehension Strategies 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts
• Point of View 1.8 explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts
• Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
• Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
• Appropriate Language 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience
• Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
• Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies
• Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies

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Unit 1: Self-Identity

Duration
Weeks: 8

Unit Title
Self-identity

LP Attributes
Communicators, Balanced

Key Concept
Communities

Related Concept(s)
Message, Accent

Global Context
Identities and Relationships – Personal efficacy and agency

Statement of Inquiry
In communities, the accent is not just a dialect; it is a complex message of identities and relationships that shapes our understanding of who we are and how we connect with others.

Summative Assessment Criteria
Criterion B, Criterion C

ATL Skills

• C-Use a variety of speaking techniques to communicate with a variety of audiences
• C-Use appropriate forms of writing for different purposes and audiences
• C-Read a variety of sources for information and for pleasure
• C-Use and interpret a range of discipline-specific terms and symbols
• S-Help others to succeed
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute

Curriculum Standards

• Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
• Purpose 2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies
• Purpose 1.2 identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a memoir
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Form 2.1 write complex texts of a variety of lengths using a wide range of forms
• Spelling Familiar Words 3.1 spell familiar words correctly

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Unit 2: School Education

Duration
Weeks: 6

Unit Title
School Education

LP Attributes
Thinkers

Key Concept
Communication

Related Concept(s)
Function, Patterns

Global Context
Orientation in Space and Time – Civilizations and Social Histories

Statement of Inquiry
Patterns function to communicate in civilizations throughout the history of education.

Summative Assessment Criteria
Criterion A, Criterion D

ATL Skills

• S-Listen actively to other perspectives and ideas
• R-Collect, record and verify data
• R-Make informed choices about personal viewing experiences
• T-Interpret data
• T-Apply skills and knowledge in unfamiliar situations

Curriculum Standards

• Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
• Purpose 2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies
• Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Responding to and Evaluating Texts 1.8 evaluate the effectiveness of a text based on evidence taken from that text
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Form 2.1 write complex texts of a variety of lengths using a wide range of forms
• Spelling Familiar Words 3.1 spell familiar words correctly
• Purpose and Audience 1.1 explain how a variety of media texts address their intended purpose and audience
• Producing Media Texts 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques

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Unit 3: Food and Festivals (M3 G8 – Unit 3)

Duration
Weeks: 7

Unit Title
Food and Festivals

LP Attributes
Risk-takers

Key Concept
Culture

Related Concept(s)
Meaning, Form

Global Context
Personal and Cultural Expression – Histories of Ideas

Statement of Inquiry
Studying the form and meaning of culture promotes awareness of histories and ideas.

Summative Assessment Criteria
Criterion A, Criterion C

ATL Skills

• C-Participate in, and contribute to, digital social media networks
• C-Read a variety of sources for information and for pleasure
• C-Write for different purposes
• S-Use social media networks appropriately to build and develop relationships
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute
• S-Give and receive meaningful feedback

Curriculum Standards

• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
• Purpose 1.2 identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
• Text Patterns 2.2 analyse increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning
• Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
• Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
• Spelling Unfamiliar Words 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalisations about spelling
• Making Inferences/Interpreting Messages 1.2 interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations

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Unit 4: Advertising Shooting

Duration
Weeks: 6

Unit Title
Advertising Shooting

LP Attributes
Inquirers

Key Concept
Creativity

Related Concept(s)
Audience, Purpose

Global Context
Fairness and Development – Human Capability and Development

Statement of Inquiry
Creativity in advertising with a purposeful approach for the audience can develop equity.

Summative Assessment Criteria
Criterion B, Criterion D

ATL Skills

• C-Give and receive meaningful feedback
• C-Interpret and use effectively modes of non-verbal communication
• C-Collaborate with peers and experts using a variety of digital environments and media
• C-Share ideas with multiple audiences using a variety of digital environments and media
• R-Understand the impact of media representations and modes of presentation
• R-Compare, contrast and draw connections among (multi)media resources

Curriculum Standards

• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
• Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
• Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
• Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
• Classifying Ideas 1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data
• Punctuation 3.4 use punctuation appropriately to communicate their intended meaning in more complex writing forms, including forms specific to different subjects across the curriculum, with a focus on the use of: commas to separate introductory phrases from the main part of a sentence and to separate words, phrases, and clauses in a series; quotation marks to distinguish words being discussed as words and to indicate titles; ellipses (…) and dashes to indicate sentence breaks, ambiguities, or parenthetical statements
• Responding to and Evaluating Texts 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts

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Unit 1: Harmonious Community

Duration
Weeks: 8

Unit Title
Harmonious Community

LP Attributes
Communicators

Key Concept
Communication

Related Concept(s)
Accent, Meaning

Global Context
Identities and Relationships – Identity Formation

Statement of Inquiry
Effective communication transcends accents, giving meaning to identity formation.

Summative Assessment Criteria
Criterion A, Criterion C

ATL Skills

• C-Give and receive meaningful feedback
• C-Use intercultural understanding to interpret communication
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• C-Read critically and for comprehension
• C-Take effective notes in class
• C-Make effective summary notes for studying

Curriculum Standards

• Purpose 1.1 identify the purpose of several different listening tasks and set goals for specific tasks
• Purpose 2.1 communicate orally for several different purposes, using language suitable for the intended audience
• Variety of Texts 1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Text Forms 2.1 identify several different characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
• Reading Familiar Words 3.1 automatically understand most words in several different reading contexts
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for several different types of writing tasks
• Form 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms
• Spelling 3.1 use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly

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Unit 2: Teenage Life

Duration
Weeks: 8

Unit Title
Teenage Life

LP Attributes
Caring

Key Concept
Connections

Related Concept(s)
Function, Patterns

Global Context
Orientation in Space and Time – Peoples

Statement of Inquiry
Understanding the function of patterns connects people.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATL Skills

• C-Give and receive meaningful feedback
• C-Use intercultural understanding to interpret communication
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• S-Take responsibility for one’s own actions
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute
• S-Give and receive meaningful feedback

Curriculum Standards

• Purpose 1.1 identify the purpose of several different listening tasks and set goals for specific tasks
• Purpose 2.1 communicate orally for several different purposes, using language suitable for the intended audience
• Using Reading Comprehension Strategies 1.2 use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
• Demonstrating Understanding of Content 1.3 identify the important ideas and supporting details in both simple and complex texts
• Reading Familiar Words 3.1 automatically understand most words in several different reading contexts
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for several different types of writing tasks
• Diction 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
• Form 2.1 identify general characteristics of several different media forms and explain how they shape content and create meaning

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Unit 3: Human and New Technology

Duration
Weeks: 8

Unit Title
Human and New Technology

LP Attributes
Knowledgeable

Key Concept
Creativity

Related Concept(s)
Function, Purpose

Global Context
Scientific and technical innovation – Adaptation

Statement of Inquiry
Scientific and technological innovation makes our lives easy and convenient.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATL Skills

• C-Write for different purposes
• C-Make effective summary notes for studying
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• Extending Understanding of Texts 1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
• Diction and Devices 2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience

Curriculum Standards

• Using Active Listening Strategies 1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions
• Using Listening Comprehension Strategies 1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts
• Demonstrating Understanding of Content 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways
• Variety of Texts 1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Demonstrating Understanding of Content 1.3 identify the important ideas and supporting details in both simple and complex texts
• Reading Familiar Words 3.1 automatically understand most words in several different reading contexts
• Reading Unfamiliar Words 3.2 use appropriate decoding strategies to read and understand unfamiliar words
• Developing Vocabulary 3.3 identify and use several different strategies to expand vocabulary
• Generating and Developing Ideas 1.2 generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate
• Research 1.3 locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate
• Form 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms
• Vocabulary 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose

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Unit 4: Basic Debate

Duration
Weeks: 8

Unit Title
Basic Debate

LP Attributes
Communicators

Key Concept
Communication

Related Concept(s)
Message pattern

Global Context
Identities and Relationships – Attitude

Statement of Inquiry
Using patterns in debate promotes expression of attitude.

Summative Assessment Criteria
Criterion A, Criterion C

ATL Skills

• R-Seek a range of perspectives from multiple and varied sources
• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
• C-Negotiate ideas and knowledge with peers and teachers
• C-Make inferences and draw conclusions
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries

Curriculum Standards

• Purpose 1.1 identify the purpose of several different listening tasks and set goals for specific tasks
• Demonstrating Understanding of Content 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways
• Interpreting Texts 1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
• Extending Understanding of Texts 1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Analysing Texts 1.7 analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
• Understanding Presentation Strategies 1.9 explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain
• Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
• Audio-Visual Aids 2.7 use several different audio-visual aids to support and enhance oral presentations
• Demonstrating Understanding of Content 1.3 identify the important ideas and supporting details in both simple and complex texts
• Reading Familiar Words 3.1 automatically understand most words in several different reading contexts
• Developing Vocabulary 3.3 identify and use several different strategies to expand vocabulary
• Vocabulary 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose
• Grammar 3.4 use grammar conventions correctly to communicate their intended meaning clearly

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Unit 1: Occupations 理想职业

Duration
Weeks: 8

Unit Title
Occupations 理想职业

LP Attributes
Communicators

Key Concept
Connections

Related Concept(s)
Message, Pronunciation

Global Context
Identities and Relationships – Personal efficacy and agency

Statement of Inquiry
Making use of personal efficacy to convey messages with comprehensible pronunciation can help build social relationships in the community.

Summative Assessment Criteria
Criterion B, Criterion C

ATL Skills

• C – Give and receive meaningful feedback
• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Read a variety of sources for information and for pleasure
• C – Write for different purposes
• C – Take effective notes in class
• S – Listen actively to other perspectives and ideas
• S – Give and receive meaningful feedback

Curriculum Standards

• Purpose 2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
• Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience
• Demonstrating Understanding of Content 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
• Variety of Texts 1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• Reading Familiar Words 3.1 automatically understand most words in a variety of reading contexts
• Demonstrating Understanding of Content 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways

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Unit 2: Nature Unity

Duration
Weeks: 8

Unit Title
Nature Unity

LP Attributes
Caring, Inquirers

Key Concept
Communication

Related Concept(s)
Context, Audience

Global Context
Global and sustainable development – Human impact on the environment

Statement of Inquiry
People communicate with audiences through establishing contexts to express the human impact on the environment.

Summative Assessment Criteria
Criterion A, Criterion C, Criterion D

ATL Skills

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Use appropriate forms of writing for different purposes and audiences
• C – Write for different purposes
• C – Paraphrase accurately and concisely
• C – Make effective summary notes for studying
• SM – Use appropriate strategies for organizing complex information
• SM – Develop new skills, techniques and strategies for effective learning
• T – Interpret data
• T – Identify trends and forecast possibilities

Curriculum Standards

• Using Listening Comprehension Strategies 1.3 select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts
• Demonstrating Understanding of Content 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
• Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience
• Demonstrating Understanding of Content 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
• Extending Understanding of Texts 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Generating and Developing Ideas 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
• Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• Interpreting Messages 1.2 interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
• Diction 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
• Sentence Craft and Fluency 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
• Revision 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
• Vocabulary 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
• Grammar 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently

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Media and Modern Communication (M5 G10 – Unit 3)

Duration
Weeks: 10

Unit Title
Media and Modern Communication

LP Attributes
Principled, Open-minded

Key Concept
Creativity

Related Concept(s)
Function, Purpose

Global Context
Scientific and technical innovation – Ingenuity and progress

Statement of Inquiry
Interaction for diverse purposes promotes creativity to better understand how media works.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATL Skills

• C – Use a variety of media to communicate with a range of audiences
• C – Share ideas with multiple audiences using a variety of digital environments and media
• C – Make inferences and draw conclusions
• C – Write for different purposes
• S – Use social media networks appropriately to build and develop relationships
• S – Take responsibility for one’s own actions
• S – Listen actively to other perspectives and ideas
• T – Recognise unstated assumptions and bias
• T – Draw reasonable conclusions and generalisations

Curriculum Standards

• Extending Understanding of Texts 1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Critical Literacy 1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• Purpose 2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
• Interpersonal Speaking Strategies 2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
• Demonstrating Understanding of Content 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
• Analysing Texts 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
• Elements of Style 2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
• Metacognition 4.1 describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers
• Grammar 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently

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Unit 4: Share My World

Duration
Weeks: 8

Unit Title
Share My World

LP Attributes
Communicator, Reflective

Key Concept
Culture

Related Concept(s)
Conventions, Meaning

Global Context
Personal and cultural expression – Philosophies and ways of life

Statement of Inquiry
The commonality and diversity of cultural customs shape personal values and expressions.

Summative Assessment Criteria
Criterion C, Criterion D

ATL Skills

• C – Use appropriate forms of writing for different purposes and audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Write for different purposes
• C – Structure information in summaries, essays, and reports
• T – Gather and organize relevant information to formulate an argument
• T – Evaluate evidence and arguments
• T – Inquire in different contexts to gain a different perspective

Curriculum Standards

• Extending Understanding of Texts 1.6 extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Critical Literacy 1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience
• Interconnected Skills 3.2 identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills
• Reviewing Content 1.5 determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
• Sentence Craft and Fluency 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing
• Interconnected Skills 4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively

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