Four unit themes rotate per year. Recurring lenses: identity, persuasion, poetry, narrative.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Creators use their craft and personal style in order to produce successful narratives.
Personal and Cultural Expression
Craft, Creation
Creativity
Style, Purpose
Thinking Creative thinking skills -Generating novel ideas and considering new perspectives --Create original works and ideas; use existing works and ideas in new ways Social Collaboration -Manage and resolve conflict, and work collaboratively in teams
Students will: -- read and annotate the short stories (Humour, Thriller, Fantasy) - understand conventions of a story - understand how the physical and social settings impact the characters. - understanding characters beyond just physical characteristics. - identify (internal and external) conflicts, and how they help in the development of the main characters. - make connections - text to self, text to text, text to world - write stort stories - use stylistic devices
Factual: What are the components of a story? What are the stylistic and linguistic devices used by a writer to create a specific effect on the reader? Conceptual: How do authors engage readers? How do elements of a story convey aspects of culture? Debatable: Can short stories have a long-lasting impact?
AoL: Short Story Writing: Students will write an exposition/ conflict/ key moment of a story in response to the picture prompt, displaying their personal voice. Word limit: approx 350 to 400 words. then comment on the effect (mood) of any two author's choices to create an impactful narrative. Write a brief rationale of 150 words justifying the use of the devices. Write the rationale after completing the story. A1, A2 - B2, C1 C2 C3 D1 D3 D4
Considering ideas from multiple perspectives can deepen the reader’s understanding of the challenges faced by displaced communities in search of a more hopeful future.
Fairness and Development
Inequality, indifference, inclusion
Perspective
Context, Point of view
Thinking Transfer skills - Using skills and knowledge in multiple contexts - Inquire in different contexts to gain a different perspective Research Information literacy skills - Finding, interpreting, judging and creating information - Make connections between various sources of information Media literacy skills - Interacting with media to use and create ideas and information - Seek a range of perspectives from multiple and varied sources
Students will: - understand the difference between migration, emigration, immigration, immigrant vs. expatriate - read and annotate news and feature articles. - analyse the language/register/style/subjectivity vs. objectivity + effect on the reader in the articles - identify and analyse the perspective - explore the conventions and features of the text type - explore author's bias. -- compare and contrast articles
Factual What is the difference between a news report and a feature article? What are the reasons for people to migrate? Conceptual How do writers use the craft of storytelling to create perspectives of fairness and justice? How can writers use language to offer multiple perspectives of a single issue, topic or theme and consequently develop the reader's point of view? How does author's bias shape reader's perspective? Debatable Is a refugee/migrant ever able to fully assimilate into his or her adopted country?
Task - Compare and contrast perspectives in two articles about migration. - Handwritten PEEL paragraph (not a table; stduents should learn the skill of selecting strongest pieces of evidence which are phrases or short sentences; students should learn how to embed direct quotes in their paragraph- this is not taught in grade 7- Chandani) Students will present orally the c&c - D5 Objectives: A3 A4 B1 B2 and B3- in text citations D2 D4 D5
The connections between individuals and their environment affect identities and relationships.
Identities and relationships
Physical, psychological and social development, transitions, health and well-being, lifestyle choices
Connections
Character, Setting
Communication Language skills - Reading, writing, and using language to gather and communicate information -Structure information in summaries, essays and reports Self-management Affective skills - Managing state of mind --Managing self-talk
Students will: - read and annotate the novel - explore what shapes identity (social, cultural and any other external/internal factors) - infer and identify the story themes - understand how the physical and social settings impact the characters. - understanding characters beyond just physical characteristics. - identify (internal and external) conflicts, and how they help in the development of the main characters. - make connections - text to self, text to text, text to world - write a comparative literary essay - use language of analysis
Factual: What shapes identity? (social, cultural and any other external/internal factors) What physical and social environments make up the setting of the text? Conceptual: How does one's identity affect how one interacts in the world? In what ways can identity be fluid and fixed? Debatable: To what extent does understanding ourselves help us improve our relationship with others?
Literary Essay: Students will write a C&C to display their understanding of the SOI. In doing so they will display an understanding of how the environment, experience, and relationships impact the character. The novel with an unseen mentor text- short story. Objectives: A1 A2 A3 A4 B1 B2 B3 - in text citations D1 D2 D3 D4
Creators develop structured reasoning to communicate their arguments
orientation in space and time
Analysis and Arguments
Communication
Audience imperatives, Structure, Context
Communication skills: - use a variety of speaking techniques to communicate with a variety of audiences - use appropriate forms of writing for different purposes and audiences Social skills: Collaboration skills - listen actively to other perspectives and ideas - advocate for one's own rights and needs
Students will: - explore the three appeals (ethos, pathos, logos) through short texts. - understand logical fallacies and their impact on arguments. - analyze a variety of persuasive texts (advertisements, political speeches, editorials) by identifying the appeals used and intended audience. - understand the structure of an argument (claim, evidence, reasoning). - practice formulating arguments on a debatable topic. - explore different debate formats (e.g., Oxford style, Lincoln-Douglas) and their key features. - write a structured arguments - research and gather evidence to support their argument. - practice debate skills: active listening, rebuttal construction, effective delivery. - participate in a formal debate using the chosen format.
Factual: What is the structure of an Oxford debate? What are the different types of logical fallacies? Conceptual: How does one effectively advocate for an idea? How do we structure an argument in order to communicate our ideas to a particular audience or context? Debatable: Can rational arguments actually change people’s minds?
Task- Students will debate with a written script including in-text citations which will be checked for integrity. Assessment - Arguments and rebuttals will be assessed Objectives: B1 B2 B3 C1 C2 C3 D2 D5
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5