Unit 1: Developing Identity
Duration
Weeks: 12
Key Concept
Identity
Related Concepts
Self-expression, Style
Global Context
Identities and relationships – philosophies and way of life, Identity formation
Statement of Inquiry
People’s perspectives decide the styles and the way of self-expression in text through an inquiry into identities and relationships.
Summative Assessment Criteria
Criterion A, Criterion B, Criterion C, Criterion D
ATLs (Skills)
- R – Present information in a variety of formats and platforms
- R – Understand and implement intellectual property rights
Curriculum Standards
- Variety of Texts 1.1: Read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
- Using Reading Comprehension Strategies 1.2: Use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
- 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
- Evaluating Texts 1.7: Evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions
- Critical Literacy 1.8: Identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity
- Metacognition 4.1: Describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers
- Interconnected Skills 4.2: Identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively
- Portfolio 4.3: Select several examples of different types of writing that they think most clearly reflect their growth and competence as writers and explain the reasons for their choice
Unit 2: Literate People
Duration
Weeks: 10
Key Concept
Communication
Related Concepts
Structure, Style
Global Context
Personal and cultural expression – Critical literacy
Statement of Inquiry
Understand communication throughout structure, style and literacy, through an inquiry into personal and cultural expression; languages and linguistic systems.
Summative Assessment Criteria
Criterion C, Criterion D
ATLs (Skills)
- 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 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
- Clarity and Coherence 2.3: Communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
- Diction and Devices 2.4: Use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience
- Vocal Strategies 2.5: Identify several different vocal strategies and use them selectively and with sensitivity to audience needs
- 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
- Diction 2.3: Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
- Sentence Craft and Fluency 2.4: Write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas
- Critical Literacy 2.5: Explain how their own beliefs, values, and experiences are revealed in their writing
- Revision 2.6: Revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
- Producing Drafts 2.7: Produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations
Unit 3: Storytelling
Duration
Weeks: 10
Key Concept
Creativity
Related Concepts
Theme, Context
Global Context
Personal and cultural expression – Creation
Statement of Inquiry
A combination of context and theme forms culture through an inquiry into personal and cultural expression; creation.
Summative Assessment Criteria
Criterion A, Criterion B, Criterion C, Criterion D
ATLs (Skills)
- SM – Keep an organized and logical system of information files/notebooks
- SM – Use appropriate strategies for organizing complex information
Curriculum Standards
- Variety of Texts 1.1: Read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
- Using Reading Comprehension Strategies 1.2: Use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
- 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
- Evaluating Texts 1.7: Evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions
- Critical Literacy 1.8: Identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity
- Identifying Topic, Purpose, and Audience 1.1: Identify the topic, purpose, and audience for several different types of writing tasks
- Generating and Developing Ideas 1.2: Generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate
- Research 1.3: Locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate
- Organizing Ideas 1.4: Identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing
- Reviewing Content 1.5: Determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task
Unit 4: Social Communication
Duration
Weeks: 6
Key Concept
Perspective
Related Concepts
Audience imperatives, Point of View
Global Context
Fairness and development – Difference and inclusion
Statement of Inquiry
The structure of text is connected to the audience imperatives through an inquiry into fairness and development; difference and inclusion.
Summative Assessment Criteria
Criterion B, Criterion C
ATLs (Skills)
- C – Use a variety of media to communicate with a range of audiences
- C – Participate in, and contribute to, digital social media networks
Curriculum Standards
- Interpreting Messages 1.2: Interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey
- Evaluating Texts 1.3: Evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose
- Audience Responses 1.4: Identify and explain different audience responses to selected media texts
- Critical Literacy 1.5: Identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, and identity
- Production Perspectives 1.6: Explain how several different production, marketing, and distribution factors influence the media industry
- Form 2.1: Identify general characteristics of several different media forms and explain how they shape content and create meaning
- Conventions and Techniques 2.2: Identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience
- Purpose and Audience 3.1: Describe the topic, purpose, and audience for media texts they plan to create
- Form 3.2: Select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice
- Conventions and Techniques 3.3: Identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning
- Producing Media Texts 3.4: Produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques