Eng LA Phase 3-4

Unit 1 A Story of Self

Duration

7 Weeks

LP Attributes

Communicators Balanced

Key Concept 

Communication

Related Concept（s）

Purpose Conventions

Global Context

Identities and Relationships (identity formation)

Statment of Inquiry

Individulas communicate their experiences in different ways depending on purpose.

Summative Assessment Criteria

Criterion B

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

1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex 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
Sentence Fluency 2.4 vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
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
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 Elements of a story

Duration

7 Weeks

LP Attributes

Communicators Reflective

Key Concept 

Culture

Related Concept（s）

Message Word Choice

Global Context

Personal and Cultural Expression (Creation)

Statment of Inquiry

Stories express culture through messages and word choice.

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 intercultural understanding to interpret communication
C – Interpret and use effectively modes of non-verbal communication
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
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
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
Non-Verbal Cues 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

 

 

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Unit 3 Novelty: Creating Something New

Duration

10 Weeks

LP Attributes

Thinkers Open-minded

Key Concept 

Creativity

Related Concept（s）

Purpose Function

Global Context

Scientific and Technical Innovation (Consequences and responsibility)

Statment of Inquiry

The purpose and function of scientific and technological innovation create viarious consequences and possibilities.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Write for different purposes
C – Paraphrase accurately and concisely
T – Make guesses, ask “what if” questions and generate testable hypotheses
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
Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience
Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information
Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
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

 

 

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

Duration

6 Weeks

LP Attributes

Communicators Thinkers

Key Concept 

Connections

Related Concept（s）

Message Audience Conventions Purpose

Global Context

Identities and Relationships (identity formatio)

Statment of Inquiry

A carefully written letter can connect a message with an audience that can help strengthen our identities and relationships.

Summative Assessment Criteria

Criterion B

Criterion D

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

Variety of Texts 1.1 read a wide variety of texts from diverse cultures, including literary texts
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
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
Elements of Style 2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning
eading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
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
Sentence Fluency 2.4 vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, 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
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

Unit 1 Our Lives and Our Stories

Duration

8 Weeks

LP Attributes

Thinkers Reflective

Key Concept 

Conections

Related Concept（s）

Message Context

Global Context

Identities and Relationships (Roles and role models)

Statment of Inquiry

The way of our identities and relationships are connected is reflected 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

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
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
Reading Familiar Words 3.1 automatically read and understand most words in a wide range of reading contexts
Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
Purpose and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
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
Form 2.1 write complex texts of different lengths using a wide range of forms
Spelling Familiar Words 3.1 spell familiar words correctly
Spelling Unfamiliar Words 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling
Punctuation 3.4 use punctuation appropriately to communicate their intended meaning in more complex writing forms, including forms specific to different 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
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

 

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Unit 2 Extra, Extra Read all about it.

Duration

8 Weeks

LP Attributes

Inquirers Balanced

Key Concept 

Communication

Related Concept（s）

Conventions Structure

Global Context

Globalisation and Sustainability (Human impact on the environment)

Statment of Inquiry

Globalisation and sustainability influences the structures and conventions of our communication.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

C – Structure information in summaries, essays and reports
R – Access information to be informed and inform others
R – Evaluate and select information sources and digital tools based on their appropriateness to specific tasks.
R – Use critical literacy skills to analyze and interpret media communication

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
Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and 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
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

 

 

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Unit 3 The Developing World (IDU)

Duration

10 Weeks

LP Attributes

Caring

Key Concept 

Connections

Related Concept（s）

Purpose Empathy

Global Context

Fairness and development (Imagining hopeful future)

Statment of Inquiry

Connecting to a community allows people to show empathy and build a hopeful future.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

S – Take responsibility for one’s own actions
S – Practice empathy
S – Encourage others to contribute
S – Negotiate effectively

Curriculum Standards

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
emonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
Form 2.1 write complex texts of different lengths using a wide range of forms
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
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 4 How do you pass the time?

Duration

8 Weeks

LP Attributes

Balanced, Communicator

Key Concept 

Creativity

Related Concept（s）

Word choice Purpose

Global Context

Personal and Cultural Expression (Philosophy and ways of life)

Statment of Inquiry

Creative use of language and careful word choice can persuade the audience to improve their ways of life.

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 a variety of media to communicate with a range of audiences
C – Share ideas with multiple audiences using a variety of digital environments and media
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 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
Presentation Strategies 1.9 identify a wide variety of presentation strategies used in oral texts and evaluate their effectiveness
Interactive Strategies 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and 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
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 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

Unit 1 ：Adversity

Duration

8 Weeks

LP Attributes

Open-minded Communicators

Key Concept 

Communication

Related Concept（s）

Purpose, Conventions

Global Context

Personal and Cultural Expression (Philosophy and ways of life)

Statment of Inquiry

Effective communication leads to foster resilience and wellbeing in facing adversity.

Summative Assessment Criteria

Criterion B

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 and Audience 1.1 identify the topic, purpose, and audience for more complex writing forms
Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources
Form 2.1 write complex texts of a variety of lengths using a wide range of forms
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
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
Variety of Texts 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
Purpose 1.2 identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes
Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts

 

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Unit 2 ：Am I Ready for the World

Duration

8 Weeks

LP Attributes

Reflective

Key Concept 

Connections

Related Concept（s）

Purpose Change

Global Context

Identities and Relationships – Motivation

Statment of Inquiry

Making purposeful connections through messages motivates us to develop as individuals and as lifelong learners.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

S – Exercise leadership and take on a variety of roles within groups
T – Revise understanding based on new information and evidence
C – Read critically and for comprehension
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 wide variety of situations, including work in groups
omprehension 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
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
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

 

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Unit 3： Can we trave through writing?

Duration

10 Weeks

LP Attributes

Open-minded

Key Concept 

Creativity

Related Concept（s）

Audience
Purpose Point of View

Global Context

Orientation in space and time (Exchange and interaction)

Statment of Inquiry

The purpose of traveling enables us to gain unique perspectives and share our creativity with audiences from diverse locations and eras.

Summative Assessment Criteria

Criterion C

Criterion D

ATLs (Skills)

R – Access information to be informed and inform others
R – Present information in a variety of formats and platforms

R – Use critical literacy skills to analyse and interpret media communications

R – Make informed choices about personal viewing experiences

Curriculum Standards

Presentation Strategies 1.9 identify a wide variety of presentation strategies used in oral texts, evaluate their effectiveness, and suggest other strategies that might have been as effective or more so
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
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 Research 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sourcesappropriate to the purpose
Sentence Fluency 2.4 vary sentence types and structures for different purposes (e.g., to alter the pace or mood), with a focus on using a range of relative pronouns
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
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： 4 How do you see the world?

Duration

8 Weeks

LP Attributes

Knowledgeable Reflective

Key Concept 

Culture

Related Concept（s）

Point of view Empathy

Global Context

Scientific and Technical Innovation (Methods)

Statment of Inquiry

In our exploration of scientific and technical innovation, we aim to understand diverse perspectives shaped by culture and empathize with others’ ways of seeing the world.

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

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
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
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 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
Text Features 2.3 identify a variety of text features and explain how they help communicate meaning.
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

Unit 1： Is my identity my brand?

Duration

8 Weeks

LP Attributes

Communicators

Key Concept 

Communication

Related Concept（s）

Purpose Perspective

Global Context

Identities and Relationships (Identity Formation)

Statment of Inquiry

Identiry is impacted by the messages that are communicated through social media.

Summative Assessment Criteria

Criterion B

Criterion C

ATLs (Skills)

C – Use a variety of speaking techniques to communicate with a variety of audiences
C- Share ideas with multiple audiences using a variety of digital environments and media
T- Combine knowledge, understanding and skills to create products or solutions

Curriculum Standards

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
Evaluating Texts 1.7 evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions
Reading Unfamiliar Words 3.2 use appropriate decoding strategies to read and understand unfamiliar words
Developing Vocabulary 3.3 identify and use several different

 

 

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Unit 2 ：What determines health?

Duration

8 Weeks

LP Attributes

Balanced

Key Concept 

Communication

Related Concept（s）

Point of view Purpose Conventions

Global Context

Identities and Relationships (Health and well-being)

Statment of Inquiry

Points of view on health and well-being are influenced by our cultural identities and relationships and the messages we find in the media.

Summative Assessment Criteria

Criterion A

Criterion D

ATLs (Skills)

SM – Use appropriate strategies for organizing complex information
SM – Practice focus and concentration
C – Organize and depict information logically
C – Write for different purposes

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
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
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
Revision 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies

 

 

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Unit 3 Why does film matter?

Duration

8 Weeks

LP Attributes

Communicators Thinkers

Key Concept 

Creativity

Related Concept（s）

Audience

Global Context

Personal and Cultural Expression (Critical literacy)

Statment of Inquiry

Film is a creative art form that shares personal and cultural expression on society with its audience.

Summative Assessment Criteria

CriterionB

Criterion D

ATLs (Skills)

C – Read critically and for comprehension
C- Structure information in summaries, essays and reports

T – Create original works and ideas; use existing works and ideas in new ways

Curriculum Standards

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
Critical Literacy 1.8 identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity
Text Forms 2.1 identify several different characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
Identifying Topic,Purpose, and Audience 1.1 identify the topic, purpose, and audience for several different types of writing tasks
Generating and Developing Ideas 1.2 generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate
Organizing Ideas 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing
Critical Literacy 2.5 explain how their own beliefs, values, and experiences are revealed in their writing

 

 

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Unit 4： Is the world flat?

Duration

8 Weeks

LP Attributes

Open-minded

Key Concept 

Culture

Related Concept（s）

Context Persepctive Empathy

Global Context

Orientation in Time and Space (Exchange and interaction)

Statment of Inquiry

In a globalised world differnet cultures bring different perspectives which differ across time and space.

Summative Assessment Criteria

Criterion A

Criterion C

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

Curriculum Standards

Demonstrating Understanding of Content 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways
Interpreting Texts 1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
Extending Understanding of Texts 1.6 extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
Clarity and Coherence 2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and 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
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

Unit 1： 21st Century Skills

Duration

8 Weeks

LP Attributes

Open-minded

Key Concept 

Communication

Related Concept（s）

Context

Global Context

Scientific and Technical Innovation (Adaptation)

Statment of Inquiry

Twenty-first century skills provide the context for becoming a modern, connected learner through scientific and technical innovation.

Summative Assessment Criteria

Criterion B

Criterion C

ATLs (Skills)

C – Read critically and for comprehension
C – Make inferences and draw conclusions
S – Give and receive meaningful feedback
C – Negotiate ideas and knowledge with peers and teachers

Curriculum Standards

Purpose 2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
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
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

 

 

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Unit 2 ：eAssessments and Good Health

Duration

8 Weeks

LP Attributes

Balanced

Key Concept 

Connections

Related Concept（s）

Purpose, Point of View & Conventions

Global Context

Identities and Relationships (Lifestyle choices)

Statment of Inquiry

Points of view on health and well-being are influenced by our cultural identities and relationships and the messages we find in the media.

Summative Assessment Criteria

Criterion A

Criterion D

ATLs (Skills)

SM – Use appropriate strategies for organizing complex information
SM – Practice focus and concentration
C – Organize and depict information logically

C – Write for different purposes

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
Demonstrating Understanding of Content 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
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
Form 2.1 write for different purposes and audiences using a variety of literary, graphic, and informational forms
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

 

 

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Unit 3 ：Can words paint a 1000 pictures?

Duration

8 Weeks

LP Attributes

Reflective

Key Concept 

Communication

Related Concept（s）

Point of View, Word Choice

Global Context

Personal and Cultural Expression (Creation)

Statment of Inquiry

Creative writing reflects personal and cultural expression through voice and word choice.

Summative Assessment Criteria

Criterion B

Criterion D

ATLs (Skills)

T – Draw reasonable conclusions and generalizations
T – Use brainstorming and visual diagrams to generate new ideas and inquiries
T – Apply existing knowledge to generate new ideas, products or processes
C – Use a variety of organizers for academic writing tasks

Curriculum Standards

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
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 Forms 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
Identifying Topic,Purpose, and Audience 1.1 identify the topic, purpose, and audience for a variety of writing tasks
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
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

 

 

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Unit 4 What is your Ikigai?

Duration

8 Weeks

LP Attributes

Risk-takers

Key Concept 

Culture

Related Concept（s）

Purpose Audience

Global Context

Personal and Cultural Expression (Philosophies and ways of life)

Statment of Inquiry

Our personal and cultural expressions impact our ability to thrive and allow us to communicate our sense of purpose.

Summative Assessment Criteria

Criterion A

Criterion C

ATLs (Skills)

R – Use critical literacy skills to analyze and interpret media communication
R – Seek a range of perspectives from multiple and varied sources
S – Listen actively to other perspectives and ideas
C – Participate in, and contribute to, digital social media networks

Curriculum Standards

Demonstrating Understanding of Content 1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
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
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
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