Chinese Language & Literature

Unit 1: Ancient Myths

Duration
Weeks: 8

LP
Inquiries, Communicator

Key Concept
Culture

Related Concept(s)
Point of view, Self-expression

Global Context
Personal and cultural expression – Belief system

Statement of Inquiry
People understand cultural diversity with different perspectives to help us build values and beliefs.

Summative Assessment
Criterion B, Criterion C

ATLs (Skills)

• C- Use intercultural understanding to interpret communication
• 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
• R-Locate, organize, analyze, synthesize, and ethically use information from a variety of sources and media (including digital social media and online networks)
• T-Gather and organize relevant information to formulate an argument
• T-Formulate factual, topical, conceptual, and debatable questions

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
• 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
• 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
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
• Text Features 2.3 identify a variety of text features and explain how they help readers understand texts
• 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
• 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

---

Unit 2: Microscopic World

Duration
Weeks 8

LP
Inquirers Reflective

Key Concept
Communication

Related Concept(s)
Purpose, Interaction

Global Context
Globalization and sustainability – human impact on the environment

Statement of Inquiry
Purposeful human communication promotes interaction between humans and nature.

Summative Assessment
Criterion A, Criterion D

ATLs (Skills)

• C – Interpret and use effectively modes of non-verbal communication
• C – Read a variety of sources for information and for pleasure
• C – Write for different purposes
• R – Collect, record and verify data
• R – Identify primary and secondary sources
• R – Seek a range of perspectives from multiple and varied sources
• R – Compare, contrast and draw connections among (multi)media resources

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 oral texts
• 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 analyze their effect on the audience
• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behavior in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
• Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
• Making Inferences/Interpreting Texts 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations
• Responding to and Evaluating Texts 1.8 make judgments 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
• Text Forms 2.1 analyze a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a myth
• Reading Familiar Words 3.1 automatically read and understand most words in a range of reading contexts
• 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
• Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
• Sentence Fluency 2.4 vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
• Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher
• 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
• Form 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice
• Conventions and Techniques 3.3 identify conventions and techniques appropriate to the form chosen for media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message

---

 

Unit 3: IDU-Power of Numbers (Math, Chi LA)

Duration
Weeks: 8

LP
Thinker, Knowledgeable

Key Concept
Relationships

Related Concept(s)
Point of view, Quantity

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
Criterion A, Criterion B

ATLs (Skills)

• R-Make connections between various sources of information
• R-Collect and analyze data to identify solutions and make informed decisions
• T-Recognize unstated assumptions and bias
• T-Interpret data
• T-Apply skills and knowledge in unfamiliar situations
• T-Make connections between subject groups and disciplines

Curriculum Standards

• Analyzing Texts 1.7 analyze oral texts in order to evaluate how well they communicate ideas, opinions, themes, 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
• 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
• Analyzing Texts 1.7 analyze increasingly complex texts and explain how the different elements in them contribute to meaning
• Point of View 1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives
• Text Patterns 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
• Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
• 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
• Conventions and Techniques 3.3 identify conventions and techniques appropriate to the form chosen for media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message

---

 

Unit 4: Poetry in Chang’an

Duration
Weeks: 6

LP
Knowledgeable, Open-minded, Risk-taker

Key Concept
Aesthetics

Related Concept(s)
Theme, Self-expression

Global Context
Orientation in space and time-Heritage

Statement of Inquiry
Poetry shows its unique aesthetic with different themes to express strong personal emotion and cultural expression through time and space.

Summative Assessment
Criterion C, Criterion D

ATLs (Skills)

• S-Listen actively to other perspectives and ideas
• S-Give and receive meaningful feedback
• T-Make unexpected or unusual connections between objects and/or ideas
• T-Create original works and ideas; use existing works and ideas in new ways
• T-Utilize effective learning strategies in subject groups and disciplines

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
• 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
• 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
• 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
• Text Features 2.3 identify a variety of text features and explain how they help readers understand texts
• Elements of Style 2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning
• Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
• Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers
• 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
• Conventions and Techniques 2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

---

Unit 1: Memories in Childhood-Old Memories of Beijing 细味童年

Duration
Weeks: 8

Key Concept
Connections

Related Concepts
Character, Genres

Global Context
Personal and cultural expression – Ways of life

Statement of Inquiry
Characters are connected in novels to convey their beliefs and values of ways of life.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• T – Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
• T – Practice observing carefully in order to recognize problems
• T – Draw reasonable conclusions and generalizations
• T – Create novel solutions to complex problems
• T – Utilize effective learning strategies in subject groups and disciplines
• T – Inquire in different contexts to gain a different perspective
• C – Organize and depict information logically
• C – Give and receive meaningful feedback
• C – Write for different purposes

Curriculum Standards

• 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
• 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
• 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

---

Unit 2: Creative Insights in Detective Stories: Unveiling Moral Dimensions

Duration
Weeks: 6

Key Concept
Creativity

Related Concepts
Setting, Structure

Global Context
Identities and relationships – Moral reasoning and ethical judgment

Statement of Inquiry
Authorial creativity shapes narrative background and structure, fostering moral reasoning and ethical judgment.

Summative Assessment Criteria
Criterion B, Criterion C, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Organize and depict information logically
• T – Gather and organize relevant information to formulate an argument
• T – Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
• Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
• 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
• Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
• 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

---

Unit 3: The Silent Spring 寂静的春天

Duration
Weeks: 8

Key Concept
Communication

Related Concepts
Context, Point of view

Global Context
Globalization and sustainability – Human impact on environment

Statement of Inquiry
The literary expository essay author communicates skillfully with the audience to demonstrate unique points of view on the context of globalization and sustainability.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• C – Use and interpret a range of discipline-specific terms and symbols
• C – Organize and depict information logically
• T – Practise observing carefully in order to recognize problems
• T – Gather and organize relevant information to formulate an argument
• T – Draw reasonable conclusions and generalizations
• T – Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
• T – Utilize effective learning strategies in subject groups and disciplines
• T – Change the context of an inquiry to gain different perspectives

Curriculum Standards

• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
• 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
• 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
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a novel
• Text Patterns 2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning
• Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
• Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• 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
• 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
• 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

---

 

Unit 4: The Wisdom of the Confucius Sayings

Duration
Weeks: 8

Key Concept
Perspective

Related Concepts
Genre, Self-expression

Global Context
Orientation in space and time – Civilizations and social histories

Statement of Inquiry
An author’s perspective on civilizations and social histories can be expressed through different genres.

Summative Assessment Criteria
Criterion C, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Write for different purposes
• C – Organize and depict information logically
• T – Gather and organize relevant information to formulate an argument
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Create novel solutions to authentic problems
• T – Analysing and evaluating issues and ideas
• T – Generating novel ideas and considering new perspectives

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
• 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
• Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
• 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
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a novel
• Text Patterns 2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning
• 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
• 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
• Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience
• 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 acknowledge other points of view, if appropriate
• Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies

Unit 1: Homeland in the War

Duration
Weeks: 8

LP
Inquiries, Communicator, Knowledgeable

Key Concept
Creativity

Related Concept(s)
Character, Theme, Context

Global Context
Fairness and Development – Peace and Conflict Management

Statement of Inquiry
Critical readers understand that historical context and authors’ perspectives affect readers’ interpretations of the character and theme.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Write for different purposes
• C – Organize and depict information logically
• T – Practise observing carefully in order to recognize problems
• T – Gather and organize relevant information to formulate an argument
• T – Draw reasonable conclusions and generalizations
• T – Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding
• T – Change the context of an inquiry to gain different perspectives

Curriculum Standards

• Elements of Style 2.4 identify a range of elements of style – including symbolism, irony, analogy, metaphor, and other rhetorical devices – and explain how they help communicate meaning and enhance the effectiveness of texts
• 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
• Conventions and Techniques 2.2 identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience
• 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

---

 

Unit 2: The Charming of Horror Aesthetics

Duration
Weeks: 9

LP
Knowledgeable, Open-minded

Key Concept
Connections

Related Concept(s)
Intertextuality, Style

Global Context
Orientation in space and time – Exchange and interaction

Statement of Inquiry
Exploring intertextuality, as well as the style of the works, will deepen readers’ thinking about the morality and ethics of horror novels.

Summative Assessment Criteria
Criterion B, Criterion C, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Use and interpret a range of discipline-specific terms and symbols
• C – Write for different purposes
• C – Organize and depict information logically
• SM – Use appropriate strategies for organizing complex information
• T – Gather and organize relevant information to formulate an argument
• T – Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• 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
• Interconnected Skills 3.2 identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a memoir
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning.
• Elements of Style 2.4 identify a range of elements of style – including symbolism, irony, analogy, metaphor, and other rhetorical devices – and explain how they help communicate meaning and enhance the effectiveness of texts
• 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/reflective journal, 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/reflective journal, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
• 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 sources
• 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
• Conventions and Techniques 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message

---

 

Unit 3: Aftershock

Duration
Weeks: 8

LP
Caring, Reflective

Key Concept
Communication

Related Concept(s)
Character, Setting

Global Context
Fairness and Development – Relationship between communities

Statement of Inquiry
When expressing the relationship between communities the author should consider character and setting.

Summative Assessment Criteria
Criterion A, Criterion C, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use appropriate forms of writing for different purposes and audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Use and interpret a range of discipline-specific terms and symbols
• C – Organize and depict information logically
• T – Practise observing carefully in order to recognise problems
• T – Gather and organize relevant information to formulate an argument
• T – Draw reasonable conclusions and generalizations
• T – Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding
• T – Create novel solutions to authentic problems
• T – Change the context of an inquiry to gain different perspectives

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
• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts
• 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
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a memoir
• Text Patterns 2.2 analyse increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning.
• Elements of Style 2.4 identify a range of elements of style – including symbolism, irony, analogy, metaphor, and other rhetorical devices – and explain how they help communicate meaning and enhance the effectiveness of texts
• 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/reflective journal, 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/reflective journal, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
• 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
• Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
• Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers
• Portfolio 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice

---

 

Unit 4: The Kingdom of Stories

Duration
Weeks: 8

LP
Thinker, Communicator

Key Concept
Creativity

Related Concept(s)
Character, Style

Global Context
Identities and relationships – others: human relationships including families, friends, communities and cultures

Statement of Inquiry
Works with distinct stylistic features can employ the same narrative strategy for storytelling and character portrayal, and reflect relationships.

Summative Assessment Criteria
Criterion B, Criterion C

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Organize and depict information logically
• SM – Use appropriate strategies for organizing complex information
• T – Gather and organize relevant information to formulate an argument
• T – Use brainstorming and visual diagrams to generate new ideas and inquiries
• T – Create novel solutions to authentic problems

Curriculum Standards

• 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
• Interconnected Skills 3.2 identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills
• Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a memoir
• Text Patterns 2.2 analyse increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning
• Text Features 2.3 identify a variety of text features and explain how they help communicate meaning.
• Elements of Style 2.4 identify a range of elements of style – including symbolism, irony, analogy, metaphor, and other rhetorical devices – and explain how they help communicate meaning and enhance the effectiveness of texts
• 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/reflective journal, 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/reflective journal, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read
• 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
• 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
• 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

---

Unit 1: Exploration into the Essay

Duration
Weeks: 8

Unit Title
Exploration into the Essay

LP
Inquirers, Knowledgeable

Key Concept
Perspective

Related Concepts
Purpose, Structure

Global Context
Identities and relationships – Beliefs and values

Statement of Inquiry
Analyzing how various perspectives, individual beliefs and values impact the purpose and structure of essays in the exploration of complex ideas and themes.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATL Skills

• C-Give and receive meaningful feedback
• C-Use appropriate forms of writing for different purposes and audiences
• C-Write for different purposes
• C-Organize and depict information logically
• T-Practice observing carefully in order to recognize problems
• T-Gather and organize relevant information to formulate an argument
• T-Draw reasonable conclusions and generalizations
• T-Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
• T-Utilize effective learning strategies in subject groups and disciplines

Curriculum Standards

• Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
• 2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience
• 2.6 identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
• 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
• 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
• Metacognition 4.1 describe several different strategies they used before, during, and after reading; explain which ones they found most helpful; and identify specific steps they can take to improve as readers
• 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
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing

---

 

Unit 2: A Woman’s Story

Duration
Weeks: 8

Unit Title
A Woman’s Story

LP
Caring, Reflective

Key Concept
Identity

Related Concepts
Genres, Context

Global Context
Identities and relationships – Beliefs and values – Identity formation

Statement of Inquiry
A creator’s identity formation determines the way in which they express themselves in an autobiographical genre in a particular social and cultural context.

Summative Assessment Criteria
Criterion B, Criterion C

ATL Skills

• S-Use social media networks appropriately to build and develop relationships
• S-Give and receive meaningful feedback
• R-Demonstrate awareness of media interpretations of events and ideas (including digital social media)
• R-Make informed choices about personal viewing experiences
• R-Communicate information and ideas effectively to multiple audiences using a variety of media and formats

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
• Interpreting Texts 1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
• Extending Understanding of Texts 1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Understanding Presentation Strategies 1.9 explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain
• 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
• Audio-Visual Aids 2.7 use several different audio-visual aids to support and enhance oral presentations
• Metacognition 3.1 describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills
• 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
• Variety of Texts 1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• 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
• Evaluating Texts 1.7 evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions
• Text Forms 2.1 identify several different characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
• Text Features 2.2 identify several different text features and explain how they help communicate meaning
• 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
• Conventions and Techniques 2.2 identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience
• Conventions and Techniques 3.3 identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning
• Producing Media Texts 3.4 produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques

---

 

Unit 3: Song Poetry and Advertising 有诗有食

Duration
Weeks: 8

Unit Title
Song Poetry and Advertising 有诗有食

LP
Thinkers, Risk-takers

Key Concept
Culture

Related Concepts
Audience, Style

Global Context
Orientation in space and time – Exchange and interaction

Statement of Inquiry
Exploring the interplay between culture, audience imperatives, style, leads to a deeper understanding of how interaction is shaped by diverse cultural contexts over time.

Summative Assessment Criteria
Criterion A, Criterion C, Criterion D

ATL Skills

• C-Use intercultural understanding to interpret communication
• C-Use appropriate forms of writing for different purposes and audiences
• R-Understand the impact of media representations and modes of presentation

Curriculum Standards

• Purpose 1.1 identify the purpose of several different listening tasks and set goals for specific tasks
• Using Listening Comprehension Strategies 1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts
• 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
• Non-Verbal Cues 2.6 identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
• 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
• Extending Understanding of Texts 1.5 extend understanding of both simple and 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 1.6 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 both simple and complex texts, using evidence from the text to support their opinions
• 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
• Reading Unfamiliar Words 3.2 use appropriate decoding strategies to read and understand unfamiliar words
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for
• several different types of writing tasks
• 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
• 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
• 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
• Conventions and Techniques 2.2 identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience
• Interconnected Skills 4.2 explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

---

 

Unit 4: Walk the Earth with a Sword 仗剑走天涯

Duration
Weeks: 8

Unit Title
Walk the Earth with a Sword 仗剑走天涯

LP
Inquirers, Knowledgeable

Key Concept
Relationships

Related Concepts
Setting, Style

Global Context
Orientation in space and time – Indigenous understanding – Turning points and “big history”

Statement of Inquiry
Martial arts novels, with their unique style and captivating settings, intricately shape complex character relationships within the context of time and space.

Summative Assessment Criteria
Criterion B, Criterion C

ATL Skills

• C-Use appropriate forms of writing for different purposes and audiences
• SM-Use appropriate strategies for organizing complex information
• C-Organize and depict information logically
• T-Gather and organize relevant information to formulate an argument
• T-Create novel solutions to authentic problems
• T-Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• Variety of Texts 1.1 read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Using Reading Comprehension Strategies 1.2 use several different reading comprehension strategies before, during, and after reading to understand 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
• Text Features 2.2 identify several different text features and explain how they help communicate meaning
• 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
• Identifying Topic, Purpose, and Audience 1.1 identify the topic, purpose, and audience for several different types of writing tasks
• 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
• Diction 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
• Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing

Unit 1: Super Talker-Exploring Global Cultures Through Speech

Duration
Weeks: 8

Unit Title
Super Talker-Exploring Global Cultures Through Speech

LP
Communicator

Key Concept
Communication

Related Concepts
Audience imperatives, Purpose

Global Context
Fairness and development, Inequality

Statement of Inquiry
The author can achieve the purpose of promoting equality through building connections with the audience and using various literary techniques.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion C

ATL Skills

• C-Use a variety of speaking techniques to communicate with a variety of audiences
• C-Use appropriate forms of writing for different purposes and audiences
• SM-Create plans to prepare for summative assessments (examinations and performances)
• SM-Plan strategies and take action to achieve personal and academic goals
• SM-Keep an organized and logical system of information files/notebooks
• R-Understand the benefits and limitations of personal sensory learning preferences when accessing, processing, and recalling information
• R-Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media (including digital social media and online networks)

Curriculum Standards

• 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
• 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
• Analysing Texts 1.6: Analyze 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
• Text Features 2.2: Identify a variety of text features and explain how they help communicate meaning
• Vocabulary 3.2: Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
• Punctuation 3.3: Use punctuation correctly and appropriately to communicate their intended meaning

---

Unit 2: The Way Novels Create Characters – Bel-Ami

Duration
Weeks: 7

Unit Title
The Way Novels Create Characters – Bel-Ami

LP
Thinkers, Communicator

Key Concept
Perspective

Related Concepts
Character, Setting

Global Context
Personal and cultural expression, Belief systems

Statement of Inquiry
The author shapes characters by placing them within cultural and social contexts in the literary work, helping us understand how belief systems influence people’s perspectives.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATL 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-Read critically and for comprehension
• C-Make inferences and draw conclusions
• C-Write for different purposes
• R-Collect, record, and verify data
• R-Make connections between various sources of information
• R-Collect and analyze data to identify solutions and make informed decisions

Curriculum Standards

• 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 purpose for writing
• Diction 2.3: Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
• 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
• Text Forms 2.1: Identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
• Text Features 2.2: Identify a variety of text features and explain how they help communicate meaning
• Reading Unfamiliar Words 3.2: Use appropriate decoding strategies to read and understand unfamiliar words
• Developing Vocabulary 3.3: Identify and use a variety of strategies to expand vocabulary

---

 

Unit 3: How Was the Character Formed in a Work?

Duration
Weeks: 8

Unit Title
How Was the Character Formed in a Work?

LP
Thinkers, Open-minded

Key Concept
Communication

Related Concepts
Context, Genres

Global Context
Orientation in space and time, Exchange and interaction

Statement of Inquiry
In the exchange of ideas and interaction, the author chooses various forms of genre to express himself according to different contexts.

Summative Assessment Criteria
Criterion A, Criterion C, Criterion D

ATL Skills

• R-Collect, record, and verify data
• R-Make connections between various sources of information
• R-Create references and citations, use footnotes/endnotes, and construct a bibliography according to recognized conventions
• T-Gather and organize relevant information to formulate an argument
• T-Draw reasonable conclusions and generalizations
• T-Consider ideas from multiple perspectives

Curriculum Standards

• Making Inferences 1.4: Make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts
• Extending Understanding of Texts 1.5: Extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• 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 text.
• 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 purpose for writing
• Critical Literacy 2.5: Explain how their own beliefs, values, and experiences are revealed in their writing
• Proofreading 3.5: Proofread and correct their writing, using guidelines developed with the teacher and peers
• 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

---

 

Unit 4: Modern Poetry

Duration
Weeks: 8

Unit Title
Modern Poetry

LP
Knowledgeable, Reflective

Key Concept
Creativity

Related Concepts
Style, Structure

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

Statement of Inquiry
When expressing the understanding of natural and human landscapes and resources, the author’s creativity is often inseparable from the choice of style and structure.

Summative Assessment Criteria
Criterion B, Criterion C

ATL Skills

• SM-Plan short- and long-term assignments; meet deadlines
• SM-Plan strategies and take action to achieve personal and academic goals
• R-Collect, record, and verify data
• R-Make connections between various sources of information
• R-Collect and analyze data to identify solutions and make informed decisions

Curriculum Standards

• Analysing Texts 1.6: Analyze 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
• 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
• Interconnected Skills 4.2: Identify a variety 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 a variety of strategies and organizational patterns suited to the content and 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
• Portfolio 4.3: Select a variety of examples of different types of writing that they think reflect significant advances in their growth and competence as writers and explain the reasons for their choice

---