You are on page 1of 4

Language and literature

Context Genres
Structure
Factual What are some mysteries related to
unexplained phenomena?
What do you know about ancient cultures, crop circles, Easter lsland, the Loch Ness Monster, Bigfoot (Yetij?
Factual What are some medical mysteries that exist? What do you know about spontaneous recovery from illness, the pull of the moon (lunacyj, etc?
Factual What are some mysteries pertaining to
disappearances?
What do you know about the Bermuda Triangle, Amelia Earhardt, Flight MH370 and other mysterious
disappearances?
Conceptual What constitutes a mystery? What is the difference between a fctional mystery and a mystery from the real world?
Conceptual Are peoples perception of the world
infuenced by real events or by stories?
Debatable Are people more infuenced by fact or
imagination?
ls imagination or fact more powerful?
Debatable What mysteries pertain to social
relationships and trends?
Why are some people charismatic or attractive to romantic partners? Why do some things become a trend?
!"#$%"&'() David Marrinson, Julie Clarke *+,-"$. 0&1+2 #34 45($52653" Language A: English
735. .5.6" Mystery (Non-Fictionj 89: 9"#& Grade 9 735. 4+&#.513 6 Weeks
;3<+5&=> ?(.#,65(%530 .%" 2+&21(" 1@ .%" +35.
A"= $13$"2. B"6#."4 $13$"2.'() C61,#6 $13."D.
Communication
E.%"&
Broadcasting mass media
ethically
*.#."F"3. 1@ 53<+5&=
There are mysteries in the world which defy explanation according to our current understandings of the scientifc world. lt is inevitable that a point of view will be
developed when researching unexplained, mysterious events, but ethical practice must be employed when broadcasting.
;3<+5&= <+"(.513(
Middle Years Programme Unit planner Page 1 of 4
E,-"$.5G"( *+FF#.5G" #(("((F"3.
H> H3#6=(530
analyse the content, context, language,
structure, technique and style of text(sj and the
relationships among texts
justify opinions and ideas, using examples,
explanations and terminology
evaluate similarities and differences by
connecting features across and within genres and
texts.
I> E&0#35J530
employ organizational structures that serve the
context and intention
organize opinions and ideas in a sustained,
coherent and logical manner
use referencing and formatting tools to create a
presentation style suitable to the context and
intention.
K> :&14+$530 ."D.
produce texts that demonstrate insight,
imagination and sensitivity while exploring and
refecting critically on new perspectives and ideas
arising from personal engagement with the creative
process
make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating
awareness of impact on an audience
select relevant details and examples to develop
ideas.
The summative task is to present an unexplained
mystery in a news article. Students must demonstrate a
point of view while maintaining ethical practice in their
written piece.
H22&1#$%"( .1 6"#&3530 'H!L)
;I H!L KH!?CEB9 89: H!L KL7*!?B *:?K;M;K H!L *A;LL L?HBN;NC ?O:?B;?NK?*
B"("#&$%
P;Q ;3@1&F#.513 65."&#$= (R566(
M534530S 53."&2&".530S -+40530 #34 $&"#.530
53@1&F#.513
Access information to be informed and
inform others
Make connections between various sources
of information
Middle Years Programme Unit planner Page 2 of 4

H$.513> !"#$%530 #34 6"#&3530 .%&1+0% 53<+5&=


K13."3. L"#&3530 2&1$"((
A31T6"40" U *R566(>
Describe how you will differentiate teaching & learning for this unit?
L"#&3"& :&1V6"
A31T6"40"#,6">
!%53R"&(>
E2"3 F534"4>
B"W"$.5G">
Middle Years Programme Unit planner Page 3 of 4
B"W"$.513> K13(54"&530 .%" 26#33530S 2&1$"(( #34 5F2#$. 1@ .%" 53<+5&=
:&51& .1 ."#$%530 .%" +35. X+&530 ."#$%530 H@."& ."#$%530 .%" +35.
This is a new unit to be introduced for the frst time
next September, 2014.
Middle Years Programme Unit planner Page 4 of 4

You might also like