Eng LA P1-2

Unit 1 Story of Self

Duration

8 Weeks

LP Attributes

Communicators Balanced

Key Concept 

Communication

Related Concept（s）

Purpose Conventions

Global Context

Identities and Relationships (identity formation)

Statment of Inquiry

Wave theory demonstrates the interaction of energy with the environment through modeling a law of the natural world.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

C – Use appropriate forms of writing for different purposes and audiences
C – Give and receive meaningful feedback
C – Read critically and for comprehension
C – Take effective notes in class

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
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
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
Text Patterns 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
Text Features 2.3 identify a variety of text features and explain how they help readers understand texts
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
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations
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
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

 

 

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Unit 2 Stories

Duration

7 Weeks

LP Attributes

Knowledgeable Open-minded

Key Concept 

Culture

Related Concept（s）

Message Meaning

Global Context

Personal and Cultural Expression-Creation

Statment of Inquiry

Stories use messages to express culture.

Summative Assessment Criteria

Criterion A

Criterion B

ATLs (Skills)

C-Use intercultural understanding to interpret communication
C-Read critically and for comprehension
C-Preview and skim texts to build understanding
C-Make effective summary notes for studying
C-Organize and depict information logically

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
Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts
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
Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
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 myth
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
“3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
pelling Familiar Words 3.1 spell familiar words correctly”
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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 Novelty: Creating Something New

Duration

8 Weeks

LP Attributes

Communicators Caring Principled

Key Concept 

Creativity

Related Concept（s）

Purpose Function

Global Context

Scientific and Technical Innovation – Adaptation and Opportunity

Statment of Inquiry

The purpose and function of scientific and technological innovation create opportuities to adapt to our environment.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

C – Read critically and for comprehension
C – Make inferences and draw conclusions
C – Organize and depict information logically
C – Structure information in summaries, essays and reports

Curriculum Standards

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
Visual Aids 2.7 use a variety of appropriate visual aids,
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
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations

 

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Unit 4 What would like be like in a world without letters?

Duration

8 Weeks

LP Attributes

Communicators Thinkers

Key Concept 

Connections

Related Concept（s）

Message Audience

Global Context

Identities and Relationships – Transitions

Statment of Inquiry

A carefully written letter can connect to an audience which helps strengthen our identities and relationships.

Summative Assessment Criteria

Criterion A

Criterion B

ATLs (Skills)

S – Manage and resolve conflict and work collaboratively in teams

S – Listen actively to other perspectives and ideas
T – Recognize unstated assumptions and bias

T – Develop contrary or opposing arguments

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
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
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
Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing 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
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 depth of content and appropriateness of tone
Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies
Producing Drafts 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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

Unit 1 A Our Lives and Our Stories

Duration

8 Weeks

LP Attributes

Thinkers Reflective

Key Concept 

Connections

Related Concept（s）

Message Context

Global Context

Identities and Relationships (Roles and role models)

Statment of Inquiry

Our identities and relationships are connected through context and message.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

T – Use brainstorming and visual diagrams to generate new ideas and inquiries
T – Consider multiple alternatives, including those that might be unlikely or impossible
T – Apply existing knowledge to generate new ideas, products or processes
T – Create original works and ideas; use existing works and ideas in new ways

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
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
Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
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 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
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a 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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations
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
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

 

 

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Unit 2 Extra, Extra Read all about it.

Duration

8 Weeks

LP Attributes

Inquirers Knowledgeable

Key Concept 

Communication

Related Concept（s）

Message Structure, Context

Global Context

Globalisation and Sustainability-Human impact on the environment

Statment of Inquiry

Through effective communication, the structure and context of a message can help us understand the human impact on the environment.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C-Read critically and for comprehension
C-Paraphrase accurately and concisely
C-Take effective notes in class
C-Make effective summary notes for studying
T-Gather and organize relevant information to formulate an argument
T-Formulate factual, topical, conceptual and debatable questions
T-Identify obstacles and challenges

Curriculum Standards

Comprehension Strategies 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation
Extending Understanding 1.6 extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
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
Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
“Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
”
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
Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
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 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
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Punctuation 3.4 use punctuation appropriately to communicate their intended meaning in more complex writing forms, including forms specific to different subject areas, with a focus on the use of: periods after initials, in abbreviations, and in decimal numbers; parentheses; punctuation to indicate intonation, pauses, or gestures
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 3 The Developing World IDU – Math

Duration

10 Weeks

LP Attributes

Knowledgeable Open-minded

Key Concept 

Culture

Related Concept（s）

Message Purpose

Global Context

Orientation in Space and Time – Turning points and “big history”

Statment of Inquiry

The commonality and diversity of cultural convention impacts the way messages are understood.

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 – Collect and analyse data to identify solutions and make informed decisions
R – Process data and report results
T – Gather and organize relevant information to formulate an argument
T – Revise understanding based on new information and evidence

Curriculum Standards

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
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
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
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
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
pelling 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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations

 

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Unit 4 How do you pass the time?

Duration

8 Weeks

LP Attributes

Communicators Open-minded Balanced

Key Concept 

Creativity

Related Concept（s）

Conventions Function Purpose

Global Context

Personal and Cultural Expression – Pursuing one’s passion through resilience

Statment of Inquiry

Hobbies have a purpose to pursur one’s passions through resilience and personal expression.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

C – Read critically and for comprehension

C – Make inferences and draw conclusions
C – Organize and depict information logically
C – Structure information in summaries, essays and reports

Curriculum Standards

Purpose 2.1 identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies
Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience
Visual Aids 2.7 use a variety of appropriate visual aids
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
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
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
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Punctuation 3.4 use punctuation appropriately to communicate their intended meaning in more complex writing forms, including forms specific to different subject areas, with a focus on the use of: periods after initials, in abbreviations, and in decimal numbers; parentheses; punctuation to indicate intonation, pauses, or gestures
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations

 

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Unit 1 Adversity

Duration

10 Weeks

LP Attributes

Open-minded Communicators

Key Concept 

Communication

Related Concept（s）

Message Purpose

Global Context

Personal and Cultural Expression (Philosophy and ways of life)

Statment of Inquiry

Communicating to audience through use of message and purpose can help change perspectives on an issue.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

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

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
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
Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
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 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
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a 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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations
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
Portfolio 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice
Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers

 

 

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Unit 2 Am I Ready for the World

Duration

10 Weeks

LP Attributes

Reflective, Inquiriers

Key Concept 

Connections

Related Concept（s）

Message Context

Global Context

Identities and Relationships-Personal efficacy and agency

Statment of Inquiry

We can connect and reflect on our identity as we relate to the context of our message.

Summative Assessment Criteria

Criterion A

Criterion B

ATLs (Skills)

C-Read critically and for comprehension
C-Preview and skim texts to build understanding
C-Organize and depict information logically
C-Structure information in summaries, essays and reports
T-Gather and organize relevant information to formulate an argument
T-Evaluate evidence and arguments
T-Revise understanding based on new information and evidence
T-Identify obstacles and challenges

Curriculum Standards

Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks
Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
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 and challenging oral texts
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
Extending Understanding 1.6 extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Purpose 2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies
Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
Appropriate Language 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience
Visual Aids 2.7 use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations
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
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
Extending Understanding 1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them
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
Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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 Can we trave through writing?

Duration

8 Weeks

LP Attributes

Knowledgeable Open-mionded

Key Concept 

Culture

Related Concept（s）

Audience Message

Global Context

Personal and Cultural Expression – Philosophies and ways of life

Statment of Inquiry

Travelling allows us to experience new cultures and express our message to audiences from around the world.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

C – Read critically and for comprehension
C – Paraphrase accurately and concisely
C – Structure information in summaries, essays and reports
R – Access information to be informed and inform others
R – Present information in a variety of formats and platforms

Curriculum Standards

Purpose 2.1 identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies
Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
Visual Aids 2.7 use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations
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
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
Extending Understanding 1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them
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
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
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations

 

 

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Unit 4 How do you see the world?

Duration

8 Weeks

LP Attributes

Caring Open-minded

Key Concept 

Creativity

Related Concept（s）

Form Meaning

Global Context

Identities and Relationships – transitions

Statment of Inquiry

Forming our identities and relationships can help us transition successfully through lifes challenges.

Summative Assessment Criteria

Criterion A

Criterion B

ATLs (Skills)

C – Read critically and for comprehension

C – Make inferences and draw conclusions

T – Identify obstacles and challenges
T – Practice observing carefully in order to recognize problems

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 and challenging oral texts
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways
Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
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
Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
Extending Understanding 1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them
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
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
Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
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
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
Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations

 

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