English Language & Literature

Unit 1: Lessons for Middle School on Perspective

Duration
Weeks: 8

Key Concept
Perspective

Related Concepts
Theme, Character

Global Context
Identities and Relationships – Attitudes, Motivation

Statement of Inquiry
Fictional stories can help us explore the theme of adversity through a characters’ unique perspective and their relationships.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C – Use a variety of speaking techniques to communicate with a variety of audiences**
• C – Use appropriate forms of writing for different purposes and audiences**
• C – Interpret and use effectively modes of non-verbal communication**
• C – Read a variety of sources for information and for pleasure**
• C – Make inferences and draw conclusions**
• C – Write for different purposes**
• C – Organize and depict information logically**
• C – Structure information in summaries, essays and reports**

Curriculum Standards

• 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
• Making Inferences/Interpreting Texts 1.5: Interpret oral texts by using stated and implied ideas from the texts
• Analysing Texts 1.7: Analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
• Point of View 1.8: Identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
• 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
• 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

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Unit 2:The Giver: Dystopias and the Loss of innocence

Duration
Weeks: 8

Key Concept
Communication

Related Concepts
Setting, Theme

Global Context
Identities and Relationships – moral reasoning and ethical judgment

Statement of Inquiry
Authors place characters within constructive settings in order to communicate various themes surrounding human nature, moral reasoning, and ethical judgment.

Summative Assessment Criteria
Criterion B

Criterion D

ATLs (Skills)

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Read critically and for comprehension
• C – Use and interpret a range of discipline-specific terms and symbols
• C – Organize and depict information logically
• C – Structure information in summaries, essays and report

Curriculum Standards

• 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
• Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
• Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
• Point of View 1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
• Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
• Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience
• Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
• Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
• Metacognition 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
• Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills

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Unit 3: Identity – The Breadwinner

Duration
Weeks: 7

Key Concept
Change

Related Concepts
Point of View

Global Context
Personal and cultural expression-Belief systems

Statement of Inquiry
Creative (KC) expression of personal point of view (RC) shapes and challenges belief systems across cultures (GC)

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• T – Evaluate evidence and arguments
• C – Organize and depict information logically
• C – Use appropriate forms of writing for different purposes and audiences
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• T-Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• 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
  Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts
• Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
  Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information
• Point of View 1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives
• Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience
• Purpose 2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking 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 texts from diverse cultures, including literary texts
  Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
• Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
• Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
• Making Inferences/Interpreting Texts 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations
• Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

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Unit 4:That’s not fair

Duration
Weeks: 7

Key Concept

Connections

Related Concepts
Context, Self-expression

Global Context
Fairness and Development

Statement of Inquiry
The context of non-fiction can enhance our understanding of inequality in the world in which we live and help us make real world connections.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Organize and depict information logically
• C – Structure information in summaries, essays and reports
• T – Gather and organize relevant information to formulate an argument

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
• Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions
• Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
  Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience
• Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
• Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
• Visual Aids 2.7 use a variety of appropriate visual aids,
• Metacognition 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
• Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills
• Purpose and Audience 1.1 explain how a variety of media texts address their intended purpose and audience
  Making Inferences/Interpreting Messages 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations
  Responding to and Evaluating Texts 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
  Audience Responses 1.4 explain why different audiences
  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
  Vocabulary 3.3 confirm spellings and word meanings or word choice using a wide variety of resources appropriate for the purpose
  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

Unit 1: Our Minds, Our World: Short Stories

Duration
Weeks: 11

Key Concept
Connections

Related Concepts
Structure

Global Context
Identities and Relationships – Roles and role models

Statement of Inquiry
Our stories connect to our identities and relationships which influence our audience.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C-Give and receive meaningful feedback
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• C-Collaborate with peers and experts using a variety of digital environments and media
• R-Make connections between various sources of information
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• T-Make connections between subject groups and disciplines

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
  Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
  Analysing Texts 1.7 analyse oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements
  Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
  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
  Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
  Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details
  Analysing Texts 1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning
  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
  Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
  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
  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
  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
  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 2:Unraveling Fate: Justice and Choices in Holes

Duration
Weeks: 10

Key Concept
Communication

Related Concepts

Character

Global Context
Fairness and development-Justice

Statement of Inquiry
The ways in which characters communicate reflect their personal growth, relationships, and understanding of justice, allowing them to challenge or reinforce injustice.

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-Negotiate ideas and knowledge with peers and teachers
• C-Read critically and for comprehension
• C-Make inferences and draw conclusions
• C-Use and interpret a range of discipline-specific terms and symbols
• C-Organize and depict information logically
• C-Structure information in summaries, essays and reports
• T-Evaluate evidence and arguments
• T-Consider ideas from multiple perspectives
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries
• T-Consider multiple alternatives, including those that might be unlikely or impossible

Curriculum Standards

• Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation
  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
  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
  Analysing Texts 1.7 analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction
  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 Features 2.3 identify a variety of text features and explain how they help communicate meaning
  Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
  Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
  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
  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

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Unit 3: Edgar Allen Poe: Graphic Classics

Duration
Weeks: 10

Key Concept
Connections

Related Concepts
Context, Style

Global Context
Personal and Cultural Expression – Analysis and Argument

Statement of Inquiry
Gothic literature connects (KC) psychological fears with stylistic techniques to analyse (Global Context/Related Concepts) and reveal universal truths about human nature.

Summative Assessment Criteria
Criterion A

Criterion B

Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use intercultural understanding to interpret communication
• C – Use appropriate forms of writing for different purposes and audiences
• C – Read critically and for comprehension
• C – Make inferences and draw conclusions
• C – Use and interpret a range of discipline-specific terms and symbols

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
• 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
• Vocal Skills and Strategies 2.5: Identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
• Visual Aids 2.7: Use a variety of appropriate visual aids
• Variety of Texts 1.1: Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Purpose 1.2: Identify a variety of purposes for reading and choose reading materials appropriate for those purposes
• Comprehension Strategies 1.3: Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
• Demonstrating Understanding 1.4: Demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
• Point of View 1.9: Identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives
• Reading Familiar Words 3.1: Automatically read and understand most words in a wide range of reading contexts
• Reading Unfamiliar Words 3.2: Predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
• Reading Fluently 3.3: Read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
• 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
• Purpose and Audience 1.1 explain how various media texts address their intended purpose and audience
• Purpose and Audience 3.1 explain why they have chosen the topic for a media text they plan to create
• Producing Media Texts 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques

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Unit 4: Poetry in Motion: Creating and Analyzing Poetic Voices

Duration
Weeks: 9

Key Concept
Creativity

Related Concepts
Self-expression Style

Global Context
Personal and Cultural-Artistry

Statement of Inquiry
Creative choices in poetic expression allow writers to explore and communicate personal experiences and universal themes.

Summative Assessment Criteria
Criterion A

Criterion C

Criterion D

ATLs (Skills)

• C – Use a variety of media to communicate with a range of audiences
• R – Collect, record and verify data
• R – Collect and analyse data to identify solutions and make informed decisions
• R – Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions

Curriculum Standards

• Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups
  Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways
  Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience
  Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
  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
  Analysing Texts 1.7 analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction
  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
  Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
  Portfolio 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices

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Unit 1: Oh What a Dystopian World! An Exploration of the Utopian and Dystopian

Duration
Weeks: 8

Key Concept
Creativity

Related Concepts
Genres, Setting, Style

Global Context
Identities and Relationships – Moral Reasoning and Ethical Judgment

Statement of Inquiry
Authors use genre conventions creatively to fit their style and explore settings.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion C, Criterion D

ATLs (Skills)

• C-Use appropriate forms of writing for different purposes and audiences
• C-Read critically and for comprehension
• SM-Select and use technology effectively and productively
• T-Create original works and ideas; use existing works and ideas in new ways

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
• Making Inferences/Interpreting Texts 1.5: Develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations
• 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
• Variety of Texts 1.1: Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
• Analysing Texts 1.7: Analyse a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction
• Text Patterns 2.2: Analyse increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning
• Reading Familiar Words 3.1: Automatically read and understand most words in a wide range of reading contexts
• 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
• Voice 2.2: Establish a distinctive voice in their writing appropriate to the subject and audience
• Producing Drafts 2.8: Produce revised draft pieces of writing to meet identified criteria based on the expectations
• 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
• Making Inferences/Interpreting Messages 1.2: Interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations
• Production Perspectives 1.6: Identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve
• Form 3.2: Identify an appropriate form to suit the purpose and audience for a media text they plan to create
• Producing Media Texts 3.4: Produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques

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Unit 2: Voices in Conflict: The Power of Communication in Literature (A study of The Boy in the Striped Pajamas)

Duration
Weeks: 12

Key Concept
Communication

Related Concepts

Context, Point of view

Global Context
Identities and relationships-Moral reasoning and ethical judgment

Statement of Inquiry

People can understand how effective communication shapes identities and relationships, particularly in the context of conflict through diverse perspectives.

Summative Assessment Criteria
Criterion A，Criterion B, Criterion D

ATLs (Skills)

• C-Make inferences and draw conclusions
• C-Use and interpret a range of discipline-specific terms and symbols
• C-Structure information in summaries, essays and reports
• R-Seek a range of perspectives from multiple and varied sources
• T-Evaluate evidence and arguments
• T-Use brainstorming and visual diagrams to generate new ideas and inquiries

Curriculum Standards

• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
• Clarity and Coherence 2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience
  Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
• Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
• 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
• Analysing Texts 1.7 analyse a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction
• 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
• 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
• Form 2.1 write complex texts of a variety of lengths using a wide range of forms
  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

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Unit 3: Civilization’s Edge: Power, Society, and Human Nature in Lord of the Flies

Duration
Weeks: 10

Key Concept
Connections

Related Concepts
Context, character

Global Context
Identities and Relationships – Human nature and human dignity

Statement of Inquiry
The breakdown of societal connections and character relations reveals the complex relationship between civilization and human nature within the context of the novel.

Summative Assessment Criteria
Criterion A, Criterion B，Criterion D

ATLs (Skills)

• SM – Plan short- and long-term assignments; meet deadlines
• SM – Create plans to prepare for summative assessments (examinations and performances)
• SM – Keep and use a weekly planner for assignments
• SM – Select and use technology effectively and productively
• SM – Identify strengths and weaknesses of personal learning strategies (self-assessment)
• SM – Consider ethical, cultural, and environmental implications

Curriculum Standards

• Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience
  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
  Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
  Visual Aids 2.7 use a variety of appropriate visual aids (e.g., photographs, multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support and enhance oral presentations
  Metacognition 3.1 identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
  Interconnected Skills 3.2 identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills
  Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
  Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
  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
  Analysing Texts 1.7 analyse a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction
  Responding to and Evaluating Texts 1.8 evaluate the effectiveness of a text based on evidence taken from that text
  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.
  Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
  Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
  Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to the purpose
  Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
  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
  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

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Unit 4: Tales of Gods and Mortals: Exploring Ancient Mythological Tradition.

Duration
Weeks: 10

Key Concept
Perspective

Related Concepts
Context,Intertextuality

Global Context
Personal and cultural expression-Belief systems

Statement of Inquiry
Different cultural perspectives shape mythological narratives to reflect societal values and beliefs.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion C

ATLs (Skills)

• C – Use intercultural understanding to interpret communication
• C – Negotiate ideas and knowledge with peers and teachers
• C – Collaborate with peers and experts using a variety of digital environments and media
• C – Read critically and for comprehension
• C – Make inferences and draw conclusions
• C – Paraphrase accurately and concisely
• R – Access information to be informed and inform others
• R – Make connections between various sources of information
• R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R – Use critical literacy skills to analyse and interpret media communications

Curriculum Standards

• Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
  Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
  Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
  Analysing Texts 1.7 analyse a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction
  Point of View 1.9 identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives
  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
  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
  Form 2.1 write complex texts of a variety of lengths using a wide range of forms
  Word Choice 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
  Point of View 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate
  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

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Unit 1: The Dark Side or Fairytales – Exploration of Fairytales and Folktales

Duration
Weeks: 8

Key Concept
Communication

Related Concepts
Context, Theme

Global Context
Personal and Cultural Expression – Critical Literacy

Statement of Inquiry
Creators use genre and theme to analyze texts.

Summative Assessment Criteria
Criterion A, Criterion C

ATLs (Skills)

• C – Use appropriate forms of writing for different purposes and audiences
• C – Make inferences and draw conclusions
• SM – Focus on the process of creating by imitating the work of others
• T – Recognize unstated assumptions and bias

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
• Demonstrating Understanding of Content 1.3: Identify the important ideas and supporting details in both simple and complex texts
• Making Inferences 1.4: Make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts
• 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
• Interconnected Skills 4.2: Identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively
• Producing Finished Works 3.7: Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
• Form 2.1: Identify general characteristics of several different media forms and explain how they shape content and create meaning

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Unit 2: Maus – An Exploration of Trauma and the Dark Side of Humanity

Duration
Weeks: 8

Key Concept
Creativity

Related Concepts
Context, Structure

Global Context
Orientation in Space and Time – Turning Points in Big History

Statement of Inquiry
Authors use structure to explore historical contexts.

Summative Assessment Criteria
Criterion B, Criterion D

ATLs (Skills)

• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Interpret and use effectively modes of non-verbal communication
• C – Negotiate ideas and knowledge with peers and teachers
• C – Read critically and for comprehension
• C – Read a variety of sources for information and for pleasure
• C – Paraphrase accurately and concisely
• C – Organize and depict information logically
• C – Structure information in summaries, essays, and reports
• SM – Focus on the process of creating by imitating the work of others

Curriculum Standards

• 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
• Non-Verbal Cues 2.6: Identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
• Variety of Texts 1.1: Read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Demonstrating Understanding of Content 1.3: Identify the important ideas and supporting details in both simple and complex texts
• 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
• 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
• Developing Vocabulary 3.3: Identify and use several different strategies to expand vocabulary
  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
• Producing Finished Works 3.7: Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations

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Unit 3: Creating Character: The Curious Incident of the Dog in the Nighttime

Duration
Weeks: 8

Key Concept
Perspective

Related Concepts
Character, Point of View

Global Context
Identities and Relationships – Attitudes

Statement of Inquiry
Authors explore characters’ perspectives in order to examine societal attitudes.

Summative Assessment Criteria
Criterion A, Criterion B

ATLs (Skills)

• C – Negotiate ideas and knowledge with peers and teachers
• C – Read critically and for comprehension
• S – Listen actively to other perspectives and ideas
• SM – Keep an organized and logical system of information files/notebooks

Curriculum Standards

• Interpreting Texts 1.5: Develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
• Extending Understanding of Texts 1.6: Extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
• Analysing Texts 1.7: Analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
• Critical Literacy 1.8: Identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• Variety of Texts 1.1: Read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
• Using Reading Comprehension Strategies 1.2: Select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts
• Demonstrating Understanding of Content 1.3: Identify the most important ideas and supporting details in texts, including increasingly complex texts
• 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
• Analysing Texts 1.6: Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
• Evaluating Texts 1.7: Evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions
• Critical Literacy 1.8: Identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• 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
• 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
• Reading Familiar Words 3.1: Automatically understand most words in a variety of reading contexts
• 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
  Identifying Topic, Purpose, and Audience 1.1: Identify the topic, purpose, and audience for a variety of writing tasks
• 1.3: Locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
• Organizing Ideas 1.4: Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• Reviewing Content 1.5: Determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
• Diction 2.3: Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
• 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
• Grammar 3.4: Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
• Proofreading 3.5: Proofread and correct their writing, using guidelines developed with the teacher and peers
• Publishing 3.6: Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience

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Unit 4: The Art of Persuasion: Rhetoric

Duration
Weeks: 8

Key Concept
Communication

Related Concepts
Context, Point of view, Self-expression

Global Context
Fairness and development- imagining a hopeful future

Statement of Inquiry
Speakers use rhetorical devices to more effectively communicate their points of view, and to achieve their purposes.

Summative Assessment Criteria
Criterion A,Criterion B,Criterion C, Criterion D

ATLs (Skills)

• C-Interpret and use effectively modes of non-verbal communication
• C-Make inferences and draw conclusions
• T-Gather and organize relevant information to formulate an argument
• T-Develop contrary or opposing arguments
• 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
• T-Practise flexible thinking — develop multiple opposing, contradictory and complementary arguments

Curriculum Standards

• Using Active Listening Strategies 1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions
  Demonstrating Understanding of Content 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways
  Interpreting Texts 1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
  Extending Understanding of Texts 1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  Analysing Texts 1.7 analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
  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
  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
  Interpersonal Speaking Strategies 2.2 demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
  Using Reading Comprehension Strategies 1.2 use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
  Demonstrating Understanding of Content 1.3 identify the important ideas and supporting details in both simple and complex texts
  Making Inferences 1.4 make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts
  Analysing Texts 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
  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
  Form 2.1 write for different purposes and audiences using several different literary, informational, and graphic forms
  Voice 2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing

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Unit 1: Change and Confrontation in “Things Fall Apart”

Duration
Weeks: 8

Key Concept
Perspective

Related Concepts
Character, Setting

Global Context
Personal and Cultural Expression – Belief Systems

Statement of Inquiry
Beliefs and social context shape the perspective of characters.

Summative Assessment Criteria
Criterion A, Criterion B，Criterion C , Criterion D

ATLs (Skills)

• C-Give and receive meaningful feedback
• T-Draw reasonable conclusions and generalizations

Curriculum Standards

• Using Listening Comprehension Strategies 1.3: Select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts
• Interpreting Texts 1.5: Develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
• Vocal Strategies 2.5: Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences
• Audio-Visual Aids 2.7: Use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience
• 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
• Analysing Texts 1.6: Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
• Text Features 2.2: Identify a variety of text features and explain how they help communicate meaning
• Developing Vocabulary 3.3: Identify and use a variety of strategies to expand vocabulary
• Generating and Developing Ideas 1.2: Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
• Organizing Ideas 1.4: Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• 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
• Publishing 3.6: Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience
• Critical Literacy 1.5: Identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• Conventions and Techniques 3.3: Identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning
• Demonstrating Understanding of Content 1.4: Identify the important information and ideas in both simple and complex oral texts in several different ways
• Using Reading Comprehension Strategies 1.2: Use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
• 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 the purpose for writing

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Unit 2: The Magic of Magical Realism

Duration
Weeks: 8

Key Concept
Creativity

Related Concepts
Genres, Self-expression, Style

Global Context
Personal and Cultural Expression – Artistry, Craft

Statement of Inquiry
Creators use genres to express their creativity and develop their style through artistry and craft.

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 – Use a variety of media to communicate with a range of audiences
• C – Read critically and for comprehension
• C – Make inferences and draw conclusions
• C – Use and interpret a range of discipline-specific terms and symbols
• C – Write for different purposes
• C – Organize and depict information logically
• S – Practise empathy
• S – Delegate and share responsibility for decision-making
• S – Help others to succeed
• S – Take responsibility for one’s own actions
• S – Listen actively to other perspectives and ideas
• S – Give and receive meaningful feedback

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
• Demonstrating Understanding of Content 1.3: Identify the most important ideas and supporting details in texts, including increasingly complex texts
• 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
• Developing Vocabulary 3.3: Identify and use a variety of strategies to expand vocabulary
• Organizing Ideas 1.4: Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• Voice 2.2: Establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, 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
• Vocabulary 3.2: Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
• Grammar 3.4: Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
• Interpreting Messages 1.2: Interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
• Producing Media Texts 3.4: Produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

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Unit 3: How Can Poetry Be Used to Persuade an Audience?

Duration
Weeks: 11

Key Concept
Communication

Related Concepts
Point of View, Purpose, Style

Global Context
Personal and Cultural Expression – Belief Systems

Statement of Inquiry
Persuasive communication uses aspects of style for the purpose of expressing personal and cultural ideas, feelings, beliefs, and values which can help challenge or alter other people’s points of view.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion D

ATLs (Skills)

• C – Give and receive meaningful feedback
• C – Use a variety of speaking techniques to communicate with a variety of audiences
• C – Use appropriate forms of writing for different purposes and audiences
• C – Read critically and for comprehension
• C – Read a variety of sources for information and for pleasure
• C – Make inferences and draw conclusions
• C – Organize and depict information logically
• C – Structure information in summaries, essays, and reports

Curriculum Standards

• Analysing Texts 1.7 analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
  Critical Literacy 1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
  Demonstrating Understanding of Content 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
  Extending Understanding of Texts 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  Evaluating Texts 1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions 

   

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Unit 4: Advertising

Duration
Weeks: 7

Key Concept
Communication

Related Concepts
Audience imperatives, Purpose

Global Context
Personal and Cultural Expression – Critical literacy

Statement of Inquiry
Advertisers communicate both explicit and implicit messages to audiences in an attempt to persuade them to purchase products or services, or act or think in certain ways.

Summative Assessment Criteria
Criterion A, Criterion B, Criterion C, Criterion D

ATLs (Skills)

• C-Use a variety of media to communicate with a range of audiences
• C-Interpret and use effectively modes of non-verbal communication
• C-Read critically and for comprehension
• C-Make inferences and draw conclusions
• T-Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

• Purpose 2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
• Interpersonal Speaking Strategies 2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
• Analysing Texts 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
• Critical Literacy 1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• Evaluating Texts 1.3 evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose
• Audience Responses 1.4 explain why the same media text might prompt different responses from different audiences

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