Chinese Language Acquisition Phase 5-6

Unit 1: Identities – What makes you-you

Duration
Weeks: 10

LP Attributes
Thinker, Communicator

Key Concept
Connections

Related Concept(s)
Purpose, theme

Global Context
Identities and Relationships (Personal efficacy and agency)

Statement of Inquiry
Connection serves as a fundamental thread weaving together themes and purposes within the intricate web of human interactions.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• C-Read critically and for comprehension
• C-Make inferences and draw conclusions
• C-Use and interpret a range of discipline-specific terms and symbols
• T-Recognise unstated assumptions and bias
• T-Interpret data
• T-Evaluate evidence and arguments
• T-Draw reasonable conclusions and generalizations

Curriculum Standards

• Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills.
• 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.
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.
• 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 oral texts.
• Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts.
• 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.
• Text Features 2.3 identify a variety of text features and explain how they help readers understand texts.
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose.
• 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.
• Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher.
• Publishing 3.7 use a wide range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout.

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Unit 2: XLIS and Me

Duration
Weeks: 8

LP Attributes
Knowledgeable, Communicator

Key Concept
Communication

Related Concept(s)
Audience, Context

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

Statement of Inquiry
Considering context and audience helps us engage in successful communication about schools in the context of spatiotemporal positioning.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• C-Give and receive meaningful feedback
• 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-Use and interpret a range of discipline-specific terms and symbols
• C-Write for different purposes
• C-Organize and depict information logically

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.
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.
• 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.
• Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience.
• Purpose 2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form.
• 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.
• 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.
• Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills.
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources.
• 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.
• 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.

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Unit 3: Healthy Lifestyles

Duration
Weeks: 8

LP Attributes
Caring, Balanced

Key Concept
Culture

Related Concept(s)
Empathy, Point of view

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

Statement of Inquiry
Diverse cultural view and empathetic understanding intersect and shape lifestyles.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• C-Read critically and for comprehension
• C-Make inferences and draw conclusions
• C-Use and interpret a range of discipline-specific terms and symbols
• T-Interpret data
• T-Recognise and evaluate propositions
• T-Draw reasonable conclusions and generalizations
• T-Test generalizations and conclusions

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.
• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups.
• 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 oral texts.
• Metacognition 3.1 identify, in conversation with the teacher and peers, 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.
• Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills.
• 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 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.
• 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.
• Interconnected Skills 4.2 explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read.
• Purpose and Audience 1.1 explain how a variety of media texts address their intended purpose and audience.
• 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.
• Production Perspectives 1.6 identify who produces various media texts, the reason for their production, how they are produced, and how they are funded.

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Unit 4: Diary – What’s happiness and pursuing happiness 幸福像花儿一样

Duration
Weeks: 8

LP Attributes
Thinkers, Open-minded

Key Concept
Creativity

Related Concept(s)
Stylistic choices, Theme

Global Context
Personal and cultural expression – Creation

Statement of Inquiry
The deliberate blend of creativity, style, themes in personal narratives enriches the grasp and achievement of happiness.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• C-Give and receive meaningful feedback
• 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-Use and interpret a range of discipline-specific terms and symbols
• C-Write for different purposes
• C-Organize and depict information logically
• SM-Plan short- and long-term assignments; meet deadlines
• SM-Use appropriate strategies for organizing complex information

Curriculum Standards

• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions.
• 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.
• 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.
• 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.
• 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.
• Variety of Texts 1.1 read a wide variety of 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 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.
• 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.
• 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.
• 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.
• Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher.

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Unit 1: Study abroad life

Duration
Weeks: 7

LP Attributes
Caring

Key Concept
Connections

Related Concept(s)
Empathy, Point of view

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

Statement of Inquiry
Examining identities and relationships, we explore how connections and empathy shape diverse points of view.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• C-Negotiate ideas and knowledge with peers and teachers
• C-Make inferences and draw conclusions
• C-Paraphrase accurately and concisely
• C-Take effective notes in class
• T-Evaluate evidence and arguments
• T-Identify obstacles and challenges

Curriculum Standards

• 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.
• Point of View 1.8 explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts.
• 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.
• Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes.
• 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.
• Form 2.1 write complex texts of different lengths using a wide range of forms.
• Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience.
• 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.

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Unit 2: Do as the Romans do

Duration
Weeks: 7

LP Attributes
Open-minded

Key Concept
Culture

Related Concept(s)
Audience, Context

Global Context
Personal and cultural expression – Social constructions of reality

Statement of Inquiry
The intersection between audience and context can influence personal and cultural expressions.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• C-Use intercultural understanding to interpret communication
• C-Use a variety of media to communicate with a range of audiences
• C-Write for different purposes
• C-Paraphrase accurately and concisely
• S-Practise empathy
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute

Curriculum Standards

• 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.
• 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.
• 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.
• Text Patterns 2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns 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.
• Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing.

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Unit 3: Self-assessment

Duration
Weeks: 7

LP Attributes
Balanced

Key Concept
Change

Related Concept(s)
Purpose, Theme

Global Context
Fairness and development – Human capability and development

Statement of Inquiry
Embracing a clear purpose, focusing on the evolution of themes, promoting fairness, and driving development, we can create meaningful change.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• SM-Plan short- and long-term assignments; meet deadlines
• SM-Keep and use a weekly planner for assignments
• SM-Practise focus and concentration
• SM-Practise strategies to reduce stress and anxiety
• SM-What can I do to become a more efficient and effective learner?
• R-Make connections between various sources of information
• R-Make informed choices about personal viewing experiences

Curriculum Standards

• 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.
• 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.
• 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.
• Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose.
• Producing Drafts 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations.
• Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher.

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Unit 4: Creative Storytelling

Duration
Weeks: 7

Key Concept
Creativity

Related Concept(s)
Stylistic choices, Voice

Global Context
Personal and cultural expression – Creation

Statement of Inquiry
Creativity is unleashed through thoughtful stylistic choices in stories, giving voice to the personal and cultural expression.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C-Read critically and for comprehension
• C-Read a variety of sources for information and for pleasure
• C-Write for different purposes
• C-Preview and skim texts to build understanding
• C-Structure information in summaries, essays, and reports

Curriculum Standards

• 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.
• Point of View 1.8 explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts.
• 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.
• Responding to and Evaluating Texts 1.8 evaluate the effectiveness of both simple and complex texts based on evidence from the texts.
• Elements of Style 2.4 identify various elements of style – including foreshadowing, metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness of texts.
• Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and 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.
• 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.
• 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 1: Self-identity

Duration
Weeks: 10

LP Attributes
Thinker, Communicator

Key Concept
Communication

Related Concept(s)
Point of view, Purpose

Global Context
Identities and Relationships (Self-esteem)

Statement of Inquiry
People achieve the purpose of communication by expressing their point of view clearly and explicitly to one another.

Summative Assessment Criteria
Criterion B, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Negotiate ideas and knowledge with peers and teachers
• C – Write for different purposes

Curriculum Standards

• 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 increasingly complex or difficult reading materials appropriate for those purposes.
• Analysing Texts 1.7 analyse a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction.
• 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.
• 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 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.
• 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.
• Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information.
• 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.
• Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience.
• 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.
• 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.
• 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.

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Unit 2: Education systems

Duration
Weeks: 8

LP Attributes
Inquirer, Caring

Key Concept
Creativity

Related Concept(s)
Empathy, Form

Global Context
Orientation in space and time – Constraints and adaption

Statement of Inquiry
Systems in different time and space present diverse forms and will also foster creativity and empathy.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• R – Access information to be informed and inform others
• T – Gather and organize relevant information to formulate an argument
• T – Recognise unstated assumptions and bias
• T – Consider ideas from multiple perspectives
• T – Identify obstacles and challenges
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Apply existing knowledge to generate new ideas, products or processes

Curriculum Standards

• 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.
• Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience.
• 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.
• 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.
• 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.
• 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 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.
• 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 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.
• Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations.
• Point of View 1.5 identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal.

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Unit 3: Culture experienced in China and around the world 文化体验

Duration
Weeks: 9

LP Attributes
Knowledgeable, Open-minded

Key Concept
Culture

Related Concept(s)
Context, Conventions

Global Context
Personal and cultural expression – Histories of ideas

Statement of Inquiry
People convey their cultural values by employing conventions in various contexts to achieve personal and cultural expression.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• R – Collect, record, and verify data
• 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
• R – Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)
• T – Apply skills and knowledge in unfamiliar situations
• T – Inquire in different contexts to gain a different perspective
• T – Make connections between subject groups and disciplines

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 interpret oral texts by using stated and implied ideas from the texts.
• Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Responding to and Evaluating Texts 1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views.
• 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.
• Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose.
• 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.
• 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.
• 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 4: Under the Same Blue Sky 在同一片蓝天下

Duration
Weeks: 7

LP Attributes
Communicator, Principled

Key Concept
Connection

Related Concept(s)
Argument, Bias

Global Context
Fairness and development – Imagining a hopeful future

Statement of Inquiry
People connect with each other and make arguments to address bias to build a fairer, better world.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• R – Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)
• R – Understand the impact of media representations and modes of presentation
• R – Seek a range of perspectives from multiple and varied sources
• R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats
• T – Gather and organize relevant information to formulate an argument
• T – Recognise unstated assumptions and bias
• T – Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• 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.
• 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.
• 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.
• 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.
• 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.
• Responding to and Evaluating Texts 1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views.
  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.
• Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources.
• 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.
• Making Inferences/Interpreting Messages 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations.
• Point of View 1.5 identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal.
• Purpose and Audience 3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify challenges they may face in achieving their purpose.
• Metacognition 4.1 identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers.

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Unit 1: Harmonious Community

Duration
Weeks: 10

LP Attributes
Caring, Open-minded

Key Concept
Connections

Related Concept(s)
Audience, Context

Global Context
Orientation in space and time – Exchange and interaction

Statement of Inquiry
Appropriate language can establish connections in a community based on different contexts and audience.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• T – Practice observing carefully in order to recognize problems
• T – Gather and organize relevant information to formulate an argument
• T – Evaluate evidence and arguments
• T – Consider ideas from multiple perspectives
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Make unexpected or unusual connections between objects and/or ideas
• T – Combine knowledge, understanding, and skills to create products or solutions

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.
• 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.
• Purpose 2.1 communicate orally for several different purposes, using language suitable for the intended audience.
• Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience.
• Vocal Strategies 2.5 identify several different vocal strategies and use them selectively and with sensitivity to audience needs.
• 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.
• Making Inferences 1.4 make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the 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.
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for several different types of writing tasks.
• 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.
• Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing.
• Form 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms.
• Metacognition 4.1 describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers.

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Unit 2: Teenager life – Cool and confused 少年不知愁滋味

Duration
Weeks: 8

LP Attributes
Caring, Reflective

Key Concept
Culture

Related Concept(s)
Bias, Empathy

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

Statement of Inquiry
Teenagers with cultural bias, confront diverse ways of life to navigate the complexities and challenges with empathy.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• S – Practise empathy
• S – Listen actively to other perspectives and ideas
• S – Negotiate effectively
• S – Give and receive meaningful feedback
• R – Collect, record, and verify data
• R – Present information in a variety of formats and platforms
• R – Process data and report results
• R – Seek a range of perspectives from multiple and varied sources
• R – Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Curriculum Standards

• 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.
• Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity.
  Audio-Visual Aids 2.7 use several different audio-visual aids to support and enhance oral presentations.
• Interconnected Skills 3.2 identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills.
• 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.
• Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity.
• Elements of Style 2.3 identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text.
• Developing Vocabulary 3.3 identify and use several different strategies to expand vocabulary.
  Interconnected Skills 4.2 identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively.
• Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing.
• Reviewing Content 1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task.
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing.
• Publishing 3.6 use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience.
• Critical Literacy 1.5 identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, and identity.

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Unit 3: Human & New Technology 人类与新科技

Duration
Weeks: 9

LP Attributes
Inquirer, Open-minded

Key Concept
Creativity

Related Concept(s)
Argument, Idiom

Global Context
Scientific and technical innovation – Ingenuity and progress

Statement of Inquiry
Human ingenuity, expressed through creative arguments and idioms, defines our ability to innovate.

Summative Assessment Criteria
Criterion B, Criterion D

ATLs (Skills)

• T – Gather and organize relevant information to formulate an argument
• T – Recognise unstated assumptions and bias
• T – Evaluate evidence and arguments
• T – Consider ideas from multiple perspectives
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Create original works and ideas; use existing works and ideas in new ways
• SM – Develop new skills, techniques, and strategies for effective learning
• SM – Identify strengths and weaknesses of personal learning strategies

Curriculum Standards

• 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.
• Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity.
• Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience.
• Demonstrating Understanding of Content 1.3 identify the important ideas and supporting details in both simple and 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.
• Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity.
• Text Features 2.2 identify several different text features and explain how they help communicate meaning.
• Reading Unfamiliar Words 3.2 use appropriate decoding strategies to read and understand unfamiliar words.
• Research 1.3 locate and select information to support ideas for writing, using several different 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 several different strategies and organizational patterns suited to the content and purpose for writing.
• Reviewing Content 1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task.
• Revision 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modeled strategies.
• Producing Drafts 2.7 produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations.
• Evaluating Texts 1.3 evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose.
• Critical Literacy 1.5 identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, and identity.
• Producing Media Texts 3.4 produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques.

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Unit 4: Debate 真理越辩越明

Duration
Weeks: 8

LP Attributes
Thinker, Knowledgeable

Key Concept
Communication

Related Concept(s)
Point of view, Theme

Global Context
Identities and relationships – Attitudes

Statement of Inquiry
People share diverse points of view on a chosen theme and shape attitudes to foster understanding through debate.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C – Negotiate ideas and knowledge with peers and teachers
• C – Make inferences and draw conclusions
• T – Gather and organize relevant information to formulate an argument
• T – Evaluate evidence and arguments
• T – Formulate factual, topical, conceptual, and debatable questions
• T – Practise flexible thinking — develop multiple opposing, contradictory, and complementary arguments
• T – Combine knowledge, understanding, and skills to create products or solutions

Curriculum Standards

• Demonstrating Understanding of Content 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways.
• 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.
• Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity.
• 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.
• Interconnected Skills 3.2 identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills.
• Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing.
• Research 1.3 locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate.
• Reviewing Content 1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and 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 for different purposes and making logical transitions between ideas.
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing.
• Revision 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modeled strategies.
• Producing Drafts 2.7 produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations.

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Unit 1: My Future Job

Duration
Weeks: 8

LP Attributes
Communicators

Key Concept
Connections

Related Concept(s)
Purpose, Stylistic choices

Global Context
Identities and relationships – Independence

Statement of Inquiry
Career choices shape my identity with a distinctive style, achieve personal purpose, and build deeper connections in relationships.

Summative Assessment Criteria
Criterion A, Criterion D

ATLs (Skills)

• C – Negotiate ideas and knowledge with peers and teachers
• C – Share ideas with multiple audiences using a variety of digital environments and media
• C – Write for different purposes
• C – Organize and depict information logically
• C – Structure information in summaries, essays, and reports
• S – Take responsibility for one’s own actions
• S – Advocate for one’s own rights and needs

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.
• 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.
• 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.
• 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.
• Text Forms 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
• Developing Vocabulary 3.3 identify and use a variety of strategies to expand vocabulary.
• 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.
• 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.
• Spelling 3.1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors.
• 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.
• Interpreting Messages 1.2 interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey.
• Form 3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice.

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Unit 2: Natural Unity

Duration
Weeks: 8

LP Attributes
Reflective

Key Concept
Communication

Related Concept(s)
Point of view, Purpose

Global Context
Globalization and Sustainability – Human Impact on the Environment

Statement of Inquiry
People achieve the purpose of protecting the environment by communicating to express personal points of view that have different effects on the environment by human activities.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C – Negotiate ideas and knowledge with peers and teachers
• C – Paraphrase accurately and concisely
• C – Preview and skim texts to build understanding
• R – Make connections between various sources of information
• R – Use memory techniques to develop long-term memory
• T – Interpret data
• T – Draw reasonable conclusions and generalizations
• T – Develop contrary or opposing arguments
• T – Generate metaphors and analogies
• T – Change the context of an inquiry to gain different perspectives

Curriculum Standards

• Interpreting Texts 1.5 develop and explain interpretations of oral texts, including increasingly complex 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 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.
• Analysing Texts 1.7 analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response.
• 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.
• Vocal Strategies 2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences.
• Audio-Visual Aids 2.7 use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience.
• 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.
• Text Features 2.2 identify a variety of text features and explain how they help communicate meaning.
• 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.
• Form 2.1 write for different purposes and audiences using a variety of literary, graphic, and informational forms.
• Spelling 3.1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors.
  Purpose and Audience 3.1 describe the topic, purpose, and audience for media texts they plan to create.

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Unit 3: Media – Justice and Prejudice

Duration
Weeks: 8

LP Attributes
Thinkers, Reflective

Key Concept
Perspective

Related Concept(s)
Argument, Bias

Global Context
Fairness and Development – Government and Civil Society

Statement of Inquiry
Through reasoned perspective articulation, overcoming bias and argument, we can foster fairness and development.

Summative Assessment Criteria
Criterion B, Criterion D

ATLs (Skills)

• C – Interpret and use effectively modes of non-verbal communication
• C – Participate in, and contribute to, digital social media networks
• 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
• C – Find information for disciplinary and interdisciplinary inquiries, using a variety of media
• R – Demonstrate awareness of media interpretations of events and ideas (including digital social media)
• R – Compare, contrast and draw connections among (multi)media resources

Curriculum Standards

• Demonstrating Understanding of Content 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways.
• 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.
• Vocal Strategies 2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences.
• 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.
• Text Forms 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
• 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.
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for a variety of writing tasks.
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing.
• Punctuation 3.3 use punctuation correctly and appropriately to communicate their intended meaning.
• Proofreading 3.5 proofread and correct their writing, using guidelines developed with the teacher and peers.
• Evaluating Texts 1.3 evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose.
• Form 3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice.

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Unit 4: Speech – This is my Voice

Duration
Weeks: 8

LP Attributes
Communicators, Caring

Key Concept
Creativity

Related Concept(s)
Theme, Voice

Global Context
Personal and Cultural Expression – Analysis and Argument

Statement of Inquiry
In a speech, creativity shines through thematic expression and one’s unique voice, contributing analysis and argument.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C – Use a variety of media to communicate with a range of audiences
• 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
• C – Structure information in summaries, essays, and reports
• R – Understand the benefits and limitations of personal sensory learning preferences when accessing, processing, and recalling information
• R – Create references and citations, use footnotes/endnotes, and construct a bibliography according to recognized conventions
• R – Identify primary and secondary sources
• R – Make informed choices about personal viewing experiences

Curriculum Standards

• Analysing Texts 1.7 analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response.
• 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.
• 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.
• 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.
• Evaluating Texts 1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions.
• Developing Vocabulary 3.3 identify and use a variety of strategies to expand vocabulary.
  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.
• Grammar 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently.

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