Chinese Language Acquisition Phase 3-4

Unite 1: Self-identity with Empathy

Duration
Weeks: 8

LP Attributes
Inquirers, Communicators

Key Concept
Communication

Related Concepts
Empathy, Structure

Global Context
Identities and relationships – Lifestyle choices

Statement of Inquiry
Communicating lifestyle choices with structured language can help develop multicultural awareness and cultivate empathy.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C-Use a variety of speaking techniques to communicate with a variety of audiences
• C-Read a variety of sources for information and for pleasure
• S-Listen actively to other perspectives and ideas
• T-Consider ideas from multiple perspectives

Curriculum Standards

• OC 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
• OC 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
• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Making Inferences/Interpreting Texts 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
• Spelling Familiar Words 3.1 spell familiar words correctly

---

 

Unit 2: School Community

Duration
Weeks: 8

LP Attributes
Thinkers, Reflective

Key Concept
Culture

Related Concepts
Structure, Point of view

Global Context
Orientation in space and time – Natural and human landscapes and resources

Statement of Inquiry
Individual perspectives on educational structures are varied due to cultural norms.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Use appropriate forms of writing for different purposes and audiences
• C-Organize and depict information logically
• S-Encourage others to contribute
• R-Present information in a variety of formats and platforms

Curriculum Standards

• Listening to Understand-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
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behavior by adapting active listening strategies to suit a variety of situations, including work in groups
• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
• Visual Aids 2.7 use a variety of appropriate visual aids
• 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 Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
• 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
• 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
• Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
• Grammar 3.5 use parts of speech correctly to communicate their meaning clearly, with a focus on subject/verb agreement and the use of nouns, pronouns, adjectives, adverbs, and prepositions
• Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers

---

 

Unit 3: Myths and Legends

Duration
Weeks: 8

LP Attributes
Open-minded, Knowledgeable

Key Concept
Connections

Related Concepts
Theme, Point of view

Global Context
Personal and cultural expression – Belief systems

Statement of Inquiry
Myths, legends and folk tales connect people across the world, using universal themes that express traditions, beliefs and values.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• R- Information literacy skills – Make connections between various sources of information
• C-Write for different purposes
• C-Use a variety of organizers for academic writing tasks
• R-Creative-thinking skills – Generate metaphors and analogies

Curriculum Standards

• OC 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 oral texts
• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts
• Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
• Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
• Visual Aids 2.7 use a variety of appropriate visual aids
• 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
• 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
• Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
• Grammar 3.5 use parts of speech correctly to communicate their meaning clearly, with a focus on subject/verb agreement and the use of nouns, pronouns, adjectives, adverbs, and prepositions

---

 

Unite 4: IDU: Power of Numbers

Duration
Weeks: 8

LP Attributes
Knowledgeable, Thinker

Key Concept
Creativity

Related Concepts
Audience, Idiom

Global Context
Fairness and development – Civic responsibility and the public sphere

Statement of Inquiry
In the digital age, the quantity and relationship of information shape our point of view on fairness.

Summative Assessment Criteria
IDU Criteria, Criterion B, Criterion C

ATLs (Skills)

• R-Media literacy skills – Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• R-Present information in a variety of formats and platforms
• Thinking-Critical-thinking skills – Consider ideas from multiple perspectives
• C-Use a variety of speaking techniques to communicate with a variety of audiences

Curriculum Standards

• OC 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
• 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
• 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
• R 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
• 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 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
• Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose

---

Unit 1: People Around Me

Duration
Weeks: 8

LP Attributes
Open-minded

Key Concept
Connections

Related Concept(s)
Context, Word choice

Global Context
Identities and relationships – Physical, psychological, and social development

Statement of Inquiry
The appropriate use of language enhances the connection between people in different contexts, and those connections lead to boost personal development.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Write for different purposes
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• R-Collect, record, and verify data
• C-Use a variety of organizers for academic writing tasks

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.
• Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways.
• Extending Understanding 1.6: Extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
• 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.
• Non-Verbal Cues 2.6: Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their 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.
• 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.
• 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.
• 1.6: Determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary.
• Form 2.1: Write complex texts of different lengths using a wide range of forms.
• 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.
• Word Choice 2.3: Regularly use vivid and/or figurative language and innovative expressions in their writing.
• Sentence Fluency 2.4: Vary sentence structures to give their writing rhythm and pacing by using a variety of connecting and/or introductory words and phrases.
• 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 acknowledge other points of view, if appropriate.
• Preparing for Revision 2.6: Identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on voice, diction, and an effective beginning and ending.
• Revision 2.7: Make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies.
• Spelling Familiar Words 3.1: Spell familiar words correctly.
• Spelling Unfamiliar Words 3.2: Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling.
• Grammar 3.5: Use parts of speech correctly to communicate their meaning clearly, with a focus on the use of relative pronouns (e.g., who, whose, which, that); prepositions, including prepositional phrases; adjectives; conjunctions; adverbs; present, past, and future verb tenses; present and past participles.
• Reading Familiar Words 3.1: Automatically read and understand most words in a wide range of reading contexts.
• Metacognition 4.1: Identify a variety of strategies they used before, during, and after writing, explain which ones were most helpful, and suggest future steps they can take to improve as writers.

---

Unit 2: Travel Thousands of Miles

Duration
Weeks: 8

LP Attributes
Communicator, Open-minded

Key Concept
Culture

Related Concept(s)
Conventions, Message

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

Statement of Inquiry
The diversity of cultural conventions enriches ways of life.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C-Preview and skim texts to build understanding
• C-Use intercultural understanding to interpret communication
• R-Information literacy skills – Present information in a variety of formats and platforms
• T-Formulate factual, topical, conceptual, and debatable questions

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 range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies.
• OC-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.
• OC-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.
• 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.
• 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.
• Analysing Texts 1.7: Analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction.
• R-Text Features 2.3: Identify a variety of text features and explain how they help communicate meaning.
• Sentence Fluency 2.4: Vary sentence structures to give their writing rhythm and pacing by using a variety of connecting and/or introductory words and phrases.
• Vocabulary 3.3: Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose.

---

 

Unit 3: Festivals and Customs

Duration
Weeks: 8

LP Attributes
Knowledgeable, Open-minded

Key Concept
Creativity

Related Concept(s)
Point of view, Purpose

Global Context
Identities and relationships – Identity formation

Statement of Inquiry
Traditions and customs are forms of creative expression that boost self-identity.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Use appropriate forms of writing for different purposes and audiences
• S-Listen actively to other perspectives and ideas
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• R-Understand the impact of media representations and modes of presentation

Curriculum Standards

• OC-Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways.
• OC-Making Inferences/Interpreting Texts 1.5: Develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation.
• Extending Understanding 1.6: Extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
• 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.
• 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.
• 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.
• Extending Understanding 1.6: Extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.
• Purpose and Audience 1.1: Identify the topic, purpose, and audience for more complex writing forms.
• Research 1.3: Gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources.
• W-Voice 2.2: Establish a distinctive voice in their writing appropriate to the subject and audience.
• Sentence Fluency 2.4: Vary sentence structures to give their writing rhythm and pacing by using a variety of connecting and/or introductory words and phrases.
• 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 acknowledge other points of view, if appropriate.

---

Unit 4: My Story Creation

Duration
Weeks: 8

LP Attributes
Knowledgeable, Communicator

Key Concept
Communication

Related Concept(s)
Structure, Meaning

Global Context
Scientific and technical innovation – virtual environments and the Information Age

Statement of Inquiry
People communicate and share stories in virtual environments by using storyboards.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• R-Media literacy skills – Understand the impact of media representations and modes of presentation
• C-Read critically and for comprehension
• C-Share ideas with multiple audiences using a variety of digital environments and media
• T-Critical-thinking skills – Consider ideas from multiple perspectives

Curriculum Standards

• Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways.
• Making Inferences/Interpreting Texts 1.5: Develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation.
• 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.
• OC-Non-Verbal Cues 2.6: Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning.
• Variety of Texts 1.1: Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary 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 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 for the purpose.
• 1.6: Determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary.

---

Unit 1: What Shapes My Lifestyles?

Duration
Weeks: 8

Unit Title
What Shapes My Lifestyles?

LP Attributes
Thinkers

Key Concept
Creativity

Related Concept(s)
Message, Point of view

Global Context
Identities and relationships – Lifestyle choices

Statement of Inquiry
New technology shapes the way we live and the way we think.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Write for different purposes
• C-Structure information in summaries, essays, and reports
• T-Consider ideas from multiple perspectives
• S-Listen actively to other perspectives and ideas

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.
• Comprehension Strategies 1.3: Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening to understand and clarify the meaning of increasingly complex and challenging oral texts.
• 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.
• 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 effectively 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.
• 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.
• Metacognition 4.1: Identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers, or in a reader’s notebook, how they can use these and other strategies to improve as readers.
• Review 1.6: Determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary.
• Form 2.1: Write complex texts of a variety of lengths using a wide range of forms.
• Word Choice 2.3: Regularly use vivid and/or figurative language and innovative expressions in their writing.
• 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.
• Spelling Familiar Words 3.1: Spell familiar words correctly.
• Spelling Unfamiliar Words 3.2: Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling.
• Grammar 3.5: Use parts of speech correctly to communicate their meaning clearly, with a focus on subject/verb agreement and the use of nouns, pronouns, adjectives, adverbs, and prepositions.
• Variety of Texts 1.1: Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts.
• 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.
• Purpose and Audience 1.1: Identify the topic, purpose, and audience for more complex writing forms.

---

 

Unit 2: Educational System

Duration
Weeks: 8

Unit Title
Educational System

LP Attributes
Knowledgeable, Reflective

Key Concept
Culture

Related Concept(s)
Function, Meaning

Global Context
Globalization and sustainability – Diversity and interconnection

Statement of Inquiry
Different educational systems have different functions but they are also interconnected regarding educational philosophy.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C-Make inferences and draw conclusions
• R-Access information to be informed and inform others
• R-Present information in a variety of formats and platforms
• C-Use intercultural understanding to interpret communication

Curriculum Standards

• Extending Understanding 1.6: Extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
• 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.
• 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 effectively 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.
• Non-Verbal Cues 2.6: Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning.
• OC-Visual Aids 2.7: Use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations.
• Metacognition 3.1: Identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills.
• 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.
• 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.
• 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.
• Vocabulary 3.3: Confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose.

---

 

Unit 3: Culture Experience in China and Around the World

Duration
Weeks: 8

Unit Title
Culture Experience in China and Around the World

LP Attributes
Caring, Principled

Key Concept
Connections

Related Concept(s)
Context, Conventions

Global Context
Globalization and sustainability – Diversity and interconnection

Statement of Inquiry
Diverse cultures around the world are connected through similar and different conventions in festivals.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Share ideas with multiple audiences using a variety of digital environments and media
• C-Find information for disciplinary inquiries, using a variety of media
• SM-Keep an organized and logical system of information files/notebooks
• S-Make fair and equitable decisions

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.
• Demonstrating Understanding 1.4: Demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways.
• OC-Extending Understanding 1.6: Extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
• Presentation Strategies 1.9: Identify a wide variety of presentation strategies used in oral texts, evaluate their effectiveness, and suggest other strategies that might have been as effective or more so.
• 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.
• 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.
• 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 effectively and engage the interest of their 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.
• Extending Understanding 1.6: Extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them.
• 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.
• Purpose and Audience 1.1: Explain how a variety of media texts address their intended purpose and audience.

---

 

Unit 4: Advertisement

Duration
Weeks: 8

Unit Title
Advertisement

LP Attributes
Communicator, Inquirers

Key Concept
Communication

Related Concept(s)
Purpose, Word choice

Global Context
Personal and cultural expression – Creation

Statement of Inquiry
Persuasive texts, for example in marketing, use language intended to influence our behavior and decisions.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C-Read critically and for comprehension
• C-Paraphrase accurately and concisely
• T-Consider ideas from multiple perspectives
• R-Present information in a variety of formats and platforms

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.
• Extending Understanding 1.6: Extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
• 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.
• 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 effectively and engage the interest of their intended audience.
• R-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.
• R-Text Features 2.3: Identify a variety of text features and explain how they 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.
• W-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.
• 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.
• 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.
• Proofreading 3.6: Proofread and correct their writing using guidelines developed with peers and the teacher.

---