AICE/9093 LANGUAGE GRADE 10
Course Syllabus/LUPU /2015-16
COURSE DESCRIPTION:
Cambridge International AS Level English Language provides candidates opportunities to make critical and informed responses
to texts which are wide-ranging in their form, style and context. Candidates will also produce their own imaginative writing, and
will demonstrate their ability to produce writing for given audiences (CIE 2016-2018 Syllabus).
In addition, the Cypress Bay course involves preparation for the Florida State Assessments in English Language Arts. Lessons are aligned
with the Florida State Standards in reading, writing, speaking, and listening. Thus, this course meets the requirements for Grade 10 English
at the district level.
Aims and Objectives (Source: CIE 2016-2018 Syllabus)
The Cambridge syllabus aims to develop:
• a critical and informed response to texts in a range of forms, styles, contexts and audiences
• the interdependent skills of reading, analysis and research
• effective, creative, accurate and appropriate communication
• a firm foundation for further study of language and linguistics.
Candidates are assessed on their ability to:
AO1: read with understanding and analyse texts in a variety of forms
AO2: demonstrate a knowledge and understanding of English language and its use in a variety of contexts
AO3: write clearly, accurately, creatively and effectively for different purposes/audiences, using different forms.
Students will take Papers 1 and 2 only for the Cambridge International AS (9093) qualification.
REQUIRED SUPPLIES:
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1½”-2” binder and tabs (pkg 6 tabs)
Loose-leaf paper (You must have a supply at all times!)
1 clear-front report cover that can hold up to 100 pages
An assortment of colored pens/markers/highlighters – very important!
A USB flash drive for saving and transporting files
PRINTING: Students will occasionally be asked to print material, especially where required, typed assignments are concerned.
Therefore, students should have access to a printer and an adequate supply of copy paper and black ink. Students will never be
asked to print in color, but may do so, if they prefer and have access to color printing (such as in the case for the Pictionary).
Students are responsible for printing required material as part of their ATL grade and must communicate any challenges
immediately to the teacher so that a plan can be established.
Curriculum Texts:
Primary
Cambridge International AS and A Level English Language (Class set)
Grade Level Text – HMH Collections (Individual Copy)
Macbeth (In Collections)
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Novels
Fahrenheit 451 (annotated novel grade)
Lord of the Flies (annotated novel grade)
Night
Of Mice and Men
It is always recommended that students purchase, if possible, their own copies of the novels listed so that they
can annotate directly in their books.
THE CAMBRIDGE EXAM
The exam is taken in two parts on different days. ‘Paper 1’ represents the first part; ‘Paper 2’ the second. Both Papers
consist of two writing tasks.
Paper 1 Passages (Commentary + Directed Writing)
• Contains three questions. Candidates answer two: Question 1 and either Question 2 or Question 3.
• Questions carry equal marks. Each question is based on one passage (or thematically related shorter passages)
printed in the question paper. Texts will be drawn from a range of English language sources such as
advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism,
letters, podcasts,
(auto) biographies, diaries, essays, scripted speech (e.g. a speech by a politician) and
narrative/descriptive writing. Each question is in two parts: (Part A) commentary on the use of language in the
passage(s) and (Part B) directed writing task based on the passage(s).
In all questions, candidates are required to:
• Identify distinguishing features of the texts, relate them to the function and context of the writing, and organise
information in their answers
• Comment on aspects such as vocabulary, figurative language (e.g. use of metaphor and simile), word ordering and
sentence structure, formality/informality of tone, and the communication of attitudes, bias or prejudice, structure
• Write for a specific purpose and/or audience using appropriate vocabulary, tone, and style.
Candidates are advised to
spend approximately 15 minutes reading the whole paper before they begin writing. Dictionaries may not be used.
Paper 2 Writing (Imaginative + Writing for an Audience)
Contains two sections: Section A and Section B. There are three questions in each section. Candidates answer two
questions: one question from Section A and one question from Section B. Questions carry equal marks.
Section A: Imaginative writing (i.e. imaginative/descriptive) Candidates choose one out of three questions. 1. Questions require a narrative or descriptive piece of continuous writing of 600–900 words (or two shorter linked
pieces of 300–450 words).
2. Candidates are required to show that they can write imaginatively, using language to create deliberate effects, e.g.
in conveying a mood or describing a character.
Section B: Writing for an audience (could be discursive/argumentative). Candidates choose one out of three questions.
1. Questions require a piece of continuous writing of 600–900 words (or two shorter linked pieces of 300–450 words).
In each question, a specified form for the writing will be given (e.g. a magazine feature, article, review, letter to a
newspaper, scripted speech, voiceover) for a specified audience.
2. Candidates are required to show that they can present a view clearly, construct an argument carefully, and write
coherently and persuasively.
3. Dictionaries may not be used.
(Source: 16 www.cie.org.uk/alevel)
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CIE GRADING
Paper 1: Total 50 points. 2 responses worth up to 25 points each and graded according to band levels.
Part A- Commentary (up to 15 marks): 1-6 band levels with 6 having the lowest point value. Criteria areas: 1) Knowledge
& Understanding of the content material: fluidly related content to structure, form, audience, purpose, genre and style;
shows keen awareness of intentions of passage; 2) Analysis of Language Effects, and 3) Organisation.
Part B – Directed Writing (up to 10 marks): 5 mark levels from 0-10. Highest (8-10 marks): A perceptive recognition of
context, audience, form, and purpose supported by a good range of appropriate vocabulary and expression suitable for the
task.
Responses at the top of this band will be persuasive and confident, supported by a consistent, and at best personal,
engagement with context and purpose, using fluent and accurate expression accompanied by a strong sense of audience.
Paper 2: Total of 50 points. 2 responses worth up to 25 points each and graded according to band levels.
Section A: Imaginative Writing Task - 7 Band Levels up to 25 points: Highest marks 22-25
• Imaginative, possibly original, appropriate approach to task, engaging audience; very strong voice;
• Tightly controlled, appropriate structure;
• Language used imaginatively to create specific effects on the reader;
• Fluent, mature expression, achieves complex effects, with a high level of technical accuracy.
Section B: Writing for an Audience (Discursive/Argumentative) - 7 Band Levels up to 25 points: Highest marks 22-25
• Interesting, lively approach to task, possibly original, in appropriate form, and engaging audience; very strong voice;
• Tightly controlled structure develops ideas in logical effective manner;
• Wide range of language and rhetorical devices used effectively to explain, argue or persuade;
• Fluent, mature expression, capable of complex argument, with a high level of technical accuracy
THE CYPRESS BAY LANGUAGE ARTS COURSE
Approaches used in the CBHS course align with those of the Cambridge course. Students will examine a number of fiction
and non-fiction texts as they address essential questions—those key, universal questions that humanity has attempted to
answer throughout the ages—and analyze the language and style of the writing.
Unit 1 introduces students to the concept of language. What is language? How did it evolve? What are the strengths and
weaknesses of language as a source of knowledge? Does language shape our thinking? What is the relationship between
culture and language? Students will then learn the key terms rhetoric and register. They will understand how the study of
rhetoric benefits them and be able to identify the 5 general categories of register and analyze the relationship between
register and purpose.
Unit 2 strengthens students close reading skills. Students will review skills for navigating complex texts and will work in
cooperative groups to apply the close reading approach to a short story as practice.
Unit 3 builds on students’ skills in understanding the language of Shakespeare with the study of his play Macbeth. As
master of rhetoric, Shakespeare provides a rich study of style and language. Tasks for this unit will correspond to the AICE
course by asking students to choose among projects such as writing a voice-over commentary, scripting a speech by
Macbeth to his people, creating a blog, and designing a travel brochure for a stay in Macbeth’s castle.
Unit 4 focuses on the study of non fiction. Students will read Pulitzer Prize winner Elie Weisel’s novel Night about the
Holocaust and explore the concepts of evil, authority, and faith. Students will be introduced to the ‘commentary’ and learn
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how to read and analyze in writing non fiction texts. This unit will help strengthen students’ skills in digital literacies and
provide opportunities for students to write for a variety of purposes and in a variety of formats.
Unit 5 develops students’ skills in imaginative writing. Students will read three classic novels (Lord of the Flies, Of Mice and
Men, and Fahrenheit 451) during this time and will address a theme across all works as a summative task in synthesis
writing. Students will gain expertise in reading and writing fiction.
Students will continue to build vocabulary throughout all units. Usage (conventions and mechanics) will be addressed
primarily in the peer review process. Formal instruction will be based on student needs as a whole.
PORTFOLIO BINDER
 Your binder is your primary organizational tool for the course. You are responsible for maintaining the organization and
upkeep of this requirement. Date all submissions.
 The binder will house all materials distributed and created in and out of class, including but not limited to: writing tasks,
journal entries, notes, cooperative group work, drafts and final papers, returned quizzes/tests, test prep materials,
research material, sample responses, and any other paperwork deemed relevant to your development as a reader,
writer, and critical thinker.
 CLASS NOTES
o As the title dictates, these are to be scribed during class. Note-taking is a self-directed activity, i.e. I will not
always prompt you to take notes. You should monitor your learning and assess whether notes are needed for
a topic. It is ultimately your responsibility to distinguish between relevant and minor information. All class
discussion material is fair game for note-taking; in particular, if it’s on the board or the screen, write it
down.
o Materials viewed in class such as PowerPoints and handouts are often archived on teacherweb; if you miss
class or do not scribe notes quickly enough, you are more than welcome to access these, but you must taken
handwritten, paraphrased notes and add them to your binder.
o Check teacherweb OFTEN for Updates, Links, class materials, additional/supplementary materials.
 TEXT STUDY
o Reading Check Quizzes (RCQs)
 Students are expected to be up-to-date on reading assignments, checking the board/teacherweb
daily in order to keep track. Outside reading is an integral and critical part of an English course.
Reading summaries, such as those available on Sparknotes or Schmoop, will not help you on
these quizzes. You must do the reading!
 No notice is required for these quizzes and excuses are not accepted unless you are absent
(authorized in Pinnacle) on the actual day of the quiz.
 If you are absent, check with your Thinking Partner regarding missing notes/discussion; you will be
expected to take the quiz within 3 days of your return.
 It is YOUR responsibility to communicate make-ups with me immediately upon return
from an absence—not mine!
o You will do a lot of close reading of passages, cooperatively in small groups and individually, so that you
develop strong skills of interpretation and a strong ability to identify devices used and analyze their effect.
 DRAFTS/FINAL PAPERS
o We will write…A LOT.
o Please KEEP ALL DRAFTS AND FINAL COMMENTARIES, labeling each and organizing them in your
binder. Missing work—whether your fault or mine—will result in a zero. Therefore, keep a copy of your
major work on a USB.
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Final Commentaries will be added to your binder AND your classroom file. The final submission is a typed,
polished version of your essay. Make a copy for your records and make a copy for mine (a total of TWO Final
Submission Copies).
STANDARDIZED TEST PREP/HIGH-STAKES ASSESSMENTS
o 10th grade FSA Language Arts Reading & Writing tests – Reading April 2016 & writing test early March 2016
o AICE Exam – First part in May; second in June.
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Academic Expectations—
 Assignments will be issued frequently, and many require self-monitoring, so make sure you check teacherweb frequently. If
you do not understand a task or certain material, communicate with me immediately for help. Remember, plagiarism is a
serious offense and results in a zero.
 Graded assignments are to be turned in on time for full credit. Late work (outside of excused absence) is subject to the
following penalty: one day late = 30% penalty; 2 days late = 50%; over 3 days late = work will not be accepted. If you are
unclear about an assignment, you should email me immediately or set up a time to meet with me. Due dates and reminders
are available on the board and teacherweb. Plagiarism is subject to a zero. You may refer to outside sources for ideas and
information, but these must be properly credited per MLA (Modern Language Association) guidelines
 Participation in class discussion, group work, and other activities is a VITAL component of your grade. This means
that you need to attend class regularly and arrive prepared. Otherwise, you will be letting your group and yourself down
academically.
 Become familiar with the key terms and phrases (command terms) used in examination questions.
 Think critically and question assumptions.
Approaches to Learning (ATL) – You start with an A, keep it!
In general, grades refer to mastery of knowledge and skills; however, the approaches that a student takes while acquiring
knowledge and skills are an important part of the learning process and should be identified. Diligent students are those who take
responsibility for their learning, are goal-centered and reflective, and exhibit the attitudes that encourage successful outcomes.
The Approaches to Learning grade (60 points) reflects these attributes. This quarterly grade covers my expectations for student
behavior and attitude at the high school level, enrolled in a college-level course.
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Participation- refers to active engagement in the learning process by asking questions and/or volunteering responses
and using time effectively in the classroom.
Preparedness- refers to having the appropriate materials to address tasks and completion of both graded and
ungraded homework assignments.
Attendance- refers to arriving on time and no unexcused absences and/or frequent, extended breaks (bathroom,
water, etc.).
Cooperation-refers to active engagement in cooperative/pair group work by staying on task, fulfilling a role, and
completing assigned work.
Perseverance- refers to dedication to the task at hand. You are expected to give it your best try and use strategies
that have been taught to accomplish goals. Additionally, you are expected to communicate challenges to me—in
person or via amy.lupu@browardschools.com immediately and to schedule time, if needed, to review a concept or skill.
The ATL graded is guided by a point system. See teacherweb for details. Note that certain infringements will result in a zero.
These are: skipping class, cheating on a quiz/test, and plagiarism/copying another student’s work. Unauthorized use of a cell
phone during class results in a 10-point deduction per infringement.
Homework as an ATL grade
Homework that is formative in nature is usually not graded. Nevertheless, because it is important for you to practice skills,
complete reading assignments, and reflect critically, homework is subject to an ATL point deduction. For every assignment that
is not done, 5 points are deducted from your ATL grade. If an assignment is incomplete, partial credit may be extended. Late
homework: 1 day late, -2 points; 2 days late, -3 points. In recognition that you are balancing many commitments at the high
school level, you are granted ONE homework pass per quarter. The pass applies only to ATL homework.
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Absences
Excessive absenteeism is a serious problem that negatively affects a student’s academic performance. Since much of learning
occurs through discussion—a teaching method as ancient as the stories told around tribal campfires—a student who is not in
class misses out on this very important part of the learning process. If you have a serious health problem, please communicate
the situation to me as soon as possible so that a plan can be developed to help you meet the objectives of the unit. Students are
responsible for making up work they missed and are given three days for every day of absence. You must consult teacherweb
to see what work is required, or email the teacher. Do not interrupt class time to discuss missed work. You are also
required to check with your Thinking Partner for any notes or handouts. You must schedule make-up quizzes/tests
immediately upon return.
Homework assignments and resources are posted on teacherweb; consequently, if you are absent, you have access to this
information and are encouraged to complete assignments to the best of your ability. Difficulties or questions are easily
addressed via email, and it is expected that you take responsibility for your education by communicating with me.
Classroom Rules:
 All garbage is to be deposited in a receptacle, either RECYCLING or TRASH. Only clear, plastic bottles that are
EMPTIED and topless (tops in trash) are to be placed in the recycling bin.
 If you need to go to the bathroom or get water, quietly leave the class. Do not disturb the learning environment by
asking. However, frequent and/or prolonged absences from class are subject to an ATL penalty.
 Do not sharpen your pencil if the teacher or a student is talking. Wait until an appropriate time. There is no need to ask
to sharpen pencil or retrieve an item you need as long as doing so does not negatively impact the learning
environment.
 Borrowed classroom books must be signed out by writing the title and BCPS barcode on your assigned “library card”
(individual index cards that I keep track of).
 Raise your hand when you wish to speak. Listen respectfully to other students who have the floor. Keep your volume
appropriate to the activity.
 Use of electronic devices is forbidden unless authorized by me. Unauthorized use is subject to a severe penalty.
 Eating in class is permitted as long as you clean up after yourself. If this privilege is abused in any way, it will be
retracted. This includes turning the classroom into a Starbucks!!!!!!
 Any spills must be immediately cleaned from the desk and floor. (Ask for materials to do so.)
 During computer work, no food or drink is allowed. Bottled water must be tightly closed and placed on the floor.
Remember to take your bottle with you!
 Computers must be handled with the utmost respect! You will are responsible for its welfare while using it. Computers
must be properly replaced to the cart, ensuring that the charger is secure.
In closing, I wish to point out that absolutely no late work or bonus work will be accepted during the final 2 weeks of the
quarter unless you have an emergency or medical condition that has prevented completion of work. In this case, you must
immediately contact me to authorize an extension. These two weeks are particularly stressful, therefore, I urge you to stay on
top of your work. Communicate any difficulties to me by email or in person as soon as they arise, and we will work together to
address them. Communication is your responsibility and key to success!
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