IGCSE Grade 9 English as a Second Language
Semester 1 Course Outline for 2022
AIMS
Aims The aims describe the purposes of a course based on this syllabus. The aims are to: • develop learners’
ability to use English effectively for the purpose of practical communication • form a solid foundation for the
skills required for further study or employment using English as the medium • develop learners’ awareness of
the nature of language and language-learning skills • promote learners’ personal development. Content
overview Cambridge IGCSE (9–1) English as a Second Language offers learners the opportunity to develop
practical communication skills in listening, speaking, reading and writing. Learners will be presented with a
variety of stimuli that will build up their skills in reading and writing. They will learn to select relevant details,
understand the difference between what is directly stated and implied, and practise writing for different
purposes and audiences. Learners will listen to a range of spoken material, including talks and conversations, in
order to develop listening skills. Learners will engage in conversations on a variety of topics, and develop their
skills in responding to different situations and audiences with a degree of accuracy and clarity. Cambridge
IGCSE (9–1) English as a Second Language will enable learners to become independent users of English, and
to be able to use English to communicate effectively in a variety of practical contexts.
CONTENT
3 Subject content Candidates may follow either the Core curriculum only or the Extended curriculum, which
includes both the Core and Extended. Candidates aiming for grades 9 to 6 must follow the Extended curriculum.
The skills covered in the syllabus are outlined below. 1 Reading Core • understand factual information and
ideas from a range of texts, e.g. leaflets, articles, blogs and webpages • identify relevant information and select
correct details from a range of texts • identify ideas, opinions and attitudes from a range of texts and understand
the connections between them • show some awareness of what is implied but not directly stated, e.g. gist,
purpose and intention Extended • understand factual information, abstract ideas and arguments from a range of
texts, e.g. leaflets, articles, blogs and webpages • identify relevant information and select correct details from a
wide range of texts • identify ideas, opinions and attitudes from a wide range of texts and understand the
connections between them • understand what is implied but not directly stated, e.g. gist, purpose and intention 2
Writing Core • communicate factual information and ideas with appropriate expansion • select and organise
relevant information and ideas into paragraphs and use appropriate linking devices • respond to a written
stimulus and show awareness of appropriate register and style/ format for the given purpose and audience, e.g. a
summary, an informal email, an article, a report and a review • produce written texts with an adequate range of
language structures (i.e. grammatical and lexical) • produce written texts that show good control of punctuation
and spelling Extended • communicate factual information, abstract ideas and arguments with good expansion •
select and organise relevant information and ideas into coherent paragraphs and use a range of appropriate
linking devices • respond to a written stimulus and use appropriate register and style/format for the given
purpose and audience, e.g. a summary, an informal email, an article, a report and a review • produce written
texts with a wide range of language structures (i.e. grammatical and lexical) • produce written texts that show
very good control of punctuation and spelling Cambridge IGCSE (9–1) English as a Second Language
0993/0991 syllabus for 2022 and 2023. Subject content 12 www.cambridgeinternational.org/igcse Back to
contents page 3 Listening Core • understand factual information and ideas from a range of sources, e.g.
recorded phone messages, announcements, dialogues, interviews and formal talks. A variety of voices and
accents will be heard in recordings to reflect the various contexts presented. • identify relevant information and
select correct details from a range of sources • identify ideas, opinions and attitudes from a range of sources and
understand the connections between them • show some awareness of what is implied but not directly stated, e.g.
gist, purpose and intention Extended • understand factual information, abstract ideas and arguments from a wide
range of sources, e.g. recorded phone messages, announcements, dialogues, informal conversations, interviews
and formal talks. A variety of voices and accents will be heard in recordings to reflect the various contexts
presented. • identify relevant information and select correct details from a wide range of sources • identify ideas,
opinions and attitudes from a wide range of sources and understand the connections between them • understand
what is implied but not directly stated, e.g. gist, purpose and intention 4 Speaking Core • communicate factual
information and ideas with some expansion • organise and link ideas with appropriate linking devices • engage
in a conversation on a range of topics familiar to the candidate’s experience, e.g. the world around us and past
experience • produce responses with an adequate range of language structures (i.e. grammatical and lexical) •
produce responses that show sufficient control of pronunciation and intonation Extended • communicate factual
information, abstract ideas and arguments with good expansion • organise and link ideas with a range of
appropriate linking devices • engage in a conversation on a wide range of topics, e.g. natural environment, arts,
science and global issues • produce responses with a wide range of language structures (i.e. grammatical and
lexical) • produce responses that show good control of pronunciation and intonation
ASSESSMENT
Student progress and learning will be displayed through a number of assessment measurements which include:
 Mid-term and Semester Final Exams
 Monthly Quizzes
 Student Portfolio: the portfolio will be a collection of student work throughout the year that includes, but
is not limited to, a writing journal, descriptive paragraph, reading log, critical essay, movie review,
reading journal, narrative, personal learning reflection
 Class participation: completion of lesson learning tasks, homework, and contribution to the classroom
The specific teacher Assessment Objectives listed below will be used to guide teacher instruction in order
to meet the Cambridge IGCSE AIMS of this course. These objectives ensure students will receive
instruction across the 6 strands of English language learning IGCSE (Reading – Writing, Listening –Speaking,
Viewing – Representing).
Introducing and focusing on the key concepts for Cambridge IGCSE Level English as a Second
Language, and practice answering a variety of essay questions.
Assessment objectives The assessment objectives (AOs) are: AO1 Reading R1 identify and select relevant
information R2 understand ideas, opinions and attitudes R3 show understanding of the connections between
ideas, opinions and attitudes R4 understand what is implied but not directly stated, e.g. gist, writer’s purpose,
intention and feelings AO2 Writing W1 communicate information/ideas/opinions clearly, accurately and
effectively W2 organise ideas into coherent paragraphs using a range of appropriate linking devices W3 use a
range of grammatical structures and vocabulary accurately and effectively W4 show control of punctuation and
spelling W5 use appropriate register and style/format for the given purpose and audience AO3 Listening L1
identify and select relevant information L2 understand ideas, opinions and attitudes L3 show understanding of
the connections between ideas, opinions and attitudes L4 understand what is implied but not directly stated, e.g.
gist, speaker’s purpose, intention and feelings AO4 Speaking S1 communicate ideas/opinions clearly,
accurately and effectively S2 develop responses and link ideas using a range of appropriate linking devices S3
use a range of grammatical structures and vocabulary accurately and effectively S4 show control of
pronunciation and intonation patterns S5 engage in a conversation and contribute effectively to help move the
conversation forward
Course Requirements:
1. An Open Mind – Literature allows us to see the world through a variety of perspectives, some of which will
be very similar to their own, but many will present new ideas and outlooks on life.
2. Come Prepared – As writing composes a large part of ELA, and it is impossible to write without a pen or
pencil and something to write on, you need to have these things with you each day.
3. No Plagiarism – Students have talents and valuable thoughts and ideas, so there is no need to use someone
else’s thoughts or ideas and present them as their own. Any form of plagiarism will not be tolerated, and may
cause a student to fail this course.
Other items:
- 3-4 packs of Paper (loose leaf)
- Computer
- 3-Ring Binder (2 inch)
- 5 Tab Dividers (Writing, Vocab Notebook, Homework, Literature, Portfolio)
- 2-Pocket Folder (AIS, Homework)
- 1 Subject Notebooks or 3 ring notebook. (Literature Binder)
- Dictionary (to keep at home) Pens/Pencils
Endorsed IGCSE Resources:
Cambridge IGCSE English as a Second Language (Second edition)(Marshall Cavendish Education)
The series focuses on building strong communication skills and linking language in real-world contexts to
prepare students to be future-ready.
Cambridge IGCSE English as a Second Language (Second edition) front cover (Hodder Education)
Confidently navigate the Cambridge IGCSE English as a Second Language syllabus with an allencompassing course companion. Expertly formulated to ensure students develop practical language
skills and key cultural knowledge, it provides real-world, internationally focused guidance.
Success International English Skills for Cambridge IGCSE (Fifth edition) (Cambridge University Press)
Explore ten engaging topic-based units whilst advancing English writing, speaking, reading and listening
skills. Guidance to help students understand how they learn and exam-style activities are also included.
CEFR Exit Level B2+/C1.
Cambridge IGCSE English as a Second Language (Third edition) (Collins)
This course provides complete coverage of the updated syllabus for examination from 2024 and features
a wide variety of topics, authentic texts and creative activities that cover all four skills.
Cambridge IGCSE English as a Second Language (Sixth edition) (Cambridge University Press)
Build key English reading, writing, speaking and listening skills through exciting topics such as fashion
and food with clear and accessible guidance. Also includes step-by-step writing activities and
language/grammar tips. CEFR Exit Level B1/B2.
Interactions Text 1
Syllabus – Pacing Guide
This document is a guide to our instruction with the goal of encouraging standardization across the 7 sections of
the IGCSE9 Literature course. The diversity of learners within the course requires us to differentiate our
reading texts (as noted in the syllabus), yet we need to keep in mind the end goals are the same and will be
measured accordingly on the Mid-Term and Term-Final Exams. All teachers are encouraged to follow the
syllabus as closely as possible. Adaptations and additions to the syllabus may be necessary in meeting the
specific needs of our students. Please consult the IGCSE9 lead teacher prior to making any adaptations you feel
are necessary.
Most of the text selections in the syllabus are from the Jamestown Education Literature Course (texts 1-3). The
Reading A – Z selections progress over the course of the year moving from levels O , P, Q in both narrative
and informational text. Some recommendations are also listed from the Escalate 8 text. Starting in December
of 2020 the new Interactions 1 text was introduced to the course as per the V.P. directive to focus 40% of the
course on IELTS, thus planning includes the text starting in December 2020. Should the directive and text
continue with the course into the following academic year the pacing will need to be re-worked to include
lessons from Interactions from September through November of 2021.
Please note that the syllabus lists the specific tasks that are required for the student assessment portfolio due at
the end of each term. The portfolio assignments, as per the IG department, are used to assign a mark out of 30
for each formal reporting period. As an option teachers may wish to keep a weekly/bi-weekly record of student
participation and task achievement (quizzes, assignments, projects, homework) beyond the portfolio
assignments. However, the portfolio assignments should be used at the end of each term for teacher – student
conferencing on the student’s effort and performance. Beyond the mark out of 30, the remainder of the grade is
derived from the mid-term and end of term exams.
Teaching strategies are at the discretion of the teacher and not listed in this syllabus. If you need pedagogical
support please check with the IG9 lead teacher. In our weekly meetings we will review different
teaching/learning strategies with a focus on creating a student centered classroom.
Fill out G1B Language Arts Standards Checklist
Pacing
Guide as per
School
Calendar
Pacing
Guide as per
School
Calendar
Coursework
Term 1
Coursework
Strands/Standards
Resources / Differentiated Assessment /
Text
Portfolio
Contribution
Curriculum
Rubric
Fall Term
Resources / Differentiated Assessment /
Text
Portfolio
Contribution
IGCSE
Levels 0-8
Marks
PPT available for this set of Exit/Entrance
IDIOMS, on file.
Assessments
Fridays
Literature Binders
Minimum
Level 4
Marks 11-13
Coursework
Introductions to Idioms
etc..
Weeks 1 – 4
1. Break a leg
2. Take a leaf out of his/
her book
Interactions Book
Quizlet.com
•Demonstrates
knowledge by
3. Don't judge a book by
its cover
4. There's plenty more
fish in the sea
5. Don't run before you
can walk
6. Too many cooks spoil
the broth
Demonstrate
understanding of idioms,
word relationships, and
nuances in word
meanings.
Semester One
Remedial/Review
Demonstrate command
of the conventions of
standard English
grammar and usage when
writing or speaking.
Explain the function of
phrases and clauses in
general and their
function in specific
sentences
Choose among simple,
compound, complex, and
compound-complex
sentences to signal
differing relationships
among ideas.
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings.
Videos on file
Socrative.com
Kahoots.com
using some
supporting
textual detail
(or uses some
supporting
textual detail
in an
empathic
task) (AO1) •
shows some
understanding
of meaning
(AO2) •
makes a little
reference to
the language
of the text (or
begins to
assume a
voice for the
character in
an empathic
task) (AO3) •
begins to
develop a
relevant
personal
response
(AO4)
Weeks 1 – 3
Unit 1: Introduction to
Poetry
Semester One 2020
Remedial Review
 Elements of Plot
 Indirect/Direct
Characterization
 Elements of
Short Story
Interactions 1 Book
Reading: Close reading
activating knowledge
through pictures,
understanding new
words, skimming,
understanding pronouns,
identifying topic and
main ideas, using a
dictionary, identifying
text organization.
Literature Binders
Writing: Writing pros
and cons, organizing
ideas for an essay, using
a graphic organizer,
making notes, drafting,
editing, peer review,
finalizing writing,
blogging.
Interactions Textbook
Chapter 3 & 4
PPT and lesson plans
available on file.
Computer
Quizlet.com
Socrative.com
Kahoots.com
Videos on file
Two Poems to be studied
include:



Poetry:
• Students will analyze
two poems
Introducing and
focusing on the key
concepts for Cambridge
IGCSE Level Literature
in English, and practice
answering a variety of
essay questions.
IGCSE 2021-2022 have
revised the key concepts
and they are now:


Language
Form


Maya Angelou,
‘Caged Bird’
Elizabeth Barret
Browning, ‘Sonnet
43’
James K. Baxter,
‘Farmhand’ Sujata
Bhatt, ‘Muliebrity’
Isobel Dixon,
‘Plenty’
Rosemary Dobson,
‘The Three Fates’
Robert Hayden,
‘Those Winter
Sundays’ Seamus
Heaney, ‘Mid-Term
Break’
**Portfolio
Assignment Assessment
Student Self
Evaluation**
• Knowledge and
understanding of
the set texts they
are studying and
an appreciation of
relevant contexts.
• Analysis of the
ways in which
writers’ choices
shape meaning
and create effects.
Exit/Entrance
Assessments
Fridays
Quizlet.com
Socrative.com
Kahoots.com
Minimum
Level 4 +
Marks 11-13
•Demonstrates
knowledge by
using some
supporting
textual detail
(or uses some
supporting
textual detail
in an
empathic
task) (AO1)
• Shows some
understanding
of meaning
(AO2)
• Makes a
little reference
to the
language of
the text (or
begins to
assume a
voice for the
character in
an empathic
task) (AO3)
• Begins to
develop a
relevant
personal
response
(AO4)





Structure
Genre
Context
Style
Interpretation
• Learners will also be
introduced to essay
writing techniques and
how to embed quotations
when writing essays.
• Compare and contrast a
fictional portrayal of a
time, place, or character
and a historical account
of the same period as a
means of understanding
how authors of fiction
use or alter history.
Introduction of words
and phrases as they are
used in a text, including
figurative, connotative,
and technical meanings;
analyze the impact of a
specific word choice on
meaning and tone.
Weeks 4 - 6
Con’t Unit 1:
Introduction to Poetry
Interactions 1 Book
Computer
Review the writing
process:
Rough draft, revise,
second draft, peer edit,
final draft.
Literature Binders
PowerPoints Presentations
Videos on file
Specific Curriculum
Objectives Covered:
• Students need to
demonstrate the
following:
• An informed,
independent opinion
about the text studied.
• Students will analyze six
poems focusing on the key
concepts for Cambridge
IGCSE Level Literature in
English, and practice
answering a variety of
essay questions.
**Portfolio
Assignment Assessment
Student Self
Evaluation**
• An informed,
independent
opinion about the
text studied.
• Appropriate
communication of
literary ideas and
arguments.
Exit/Entrance
Assessments
Fridays
Minimum
Level 5+
14-16 Marks
•Demonstrates
knowledge by
showing some
thoroughness
in the use of
supporting
evidence from
the text (or
shows some
thoroughness
in the use of
supporting
textual detail
in an
• Appropriate
communication of
literary ideas.
• Learners will also be
introduced to essay writing
techniques and how to
embed quotations when
writing essays.
Quizlet.com
Socrative.com
Kahoots.com
Determine two or more
central ideas in a text and Two Poems to be studied
analyze their
include:
development over the
course of the text;
provide an objective
 Mervyn Morris,
summary of the text.
‘Little Boy Crying’
 Norman Nicholson,
‘Rising Five’
 Adrienne Rich,
‘Amends’
 Edna St. Vincent
Millay, ‘Sonnet 29’
 Dennis Scott,
‘Marrysong’
 Stevie Smith, ‘Not
Waving But
 Drowning’ William
Wordsworth, ‘She
Dwelt Among the
Untrodden Ways’
empathic
task) (AO1)
• Shows
understanding
of the text and
some of its
deeper
implications
(AO2)
• Makes some
response to
the way the
writer uses
language (or
uses suitable
features of
expression
suitable for
the character
in an
empathic
task) (AO3)
• Makes a
reasonably
developed
relevant
personal
response
(AO4)
PPT Video and lesson
plans available on file.
OneDrive File
Unit 2: Intro Prose
Interactions Chapter 4 & 5
Interactions Chapter 4
PPT and lesson plans
available on file.
Weeks 7 – 8
Reading: reading for
main ideas and details
• Identifying graph
topics, matching with
headings, activating
knowledge and
predicting, understanding
and completing a flow
chart, understanding a
process.
**Portfolio
assignment:
Descriptive
Essay**
Literature Binders
Interactive Pop Games
Quizlet.com
Socrative.com
Kahoots.com
PowerPoints Presentations
Videos on file
**Portfolio
Assignment Assessment
Student Self
Evaluation**
Exit/Entrance
Assessments
Fridays
Minimum
Level 6+
Marks 20-22
•Demonstrates
knowledge by
supporting
with careful
and relevant
reference to
the text (or
supports with
careful and
relevant
textual detail
in an
Writing: answering,
preparing, drafting,
editing, and finalizing a
questionnaire, giving
advice.
Candidates must
demonstrate the
following: Specific
Curriculum Objectives
Covered: Candidates
must demonstrate the
following:
• Knowledge and
understanding of the set
text they have studied
and an appreciation of
relevant contexts.
• Analysis of the ways in
which writers’ choices
shape meaning and
create effects.
Two stories to be studied
include:
• Nathaniel Hawthorne, ‘Dr
Heidegger’s Experiment’
• O Henry, ‘The Furnished
Room’
• Charlotte Perkins Gilman,
‘The Widow’s Might’
• Henry Handel
Richardson, ‘And Women
Must Weep’
This highly engaging unit
of work on creative writing
is designed to help prepare
students for the Cambridge
IGCSE Second Language
English with particular
focus on narrative and
descriptive writing
It supports students in
actively exploring and
enjoying both descriptive
• Students will analyze
two stories focusing on and narrative writing,
looking at excellent and
the key concepts for
Cambridge IGCSE Level varied models of texts and
Literature in English, and identifying successful
features before moving to
practice answering a
students composing their
variety of essay
own creative responses.
questions.
IGCSE 2021-2022 have
revised the key concepts
and they are now:







Language
Form
Structure
Genre
Context
Style
Interpretation
• Learners will continue
developing essay writing
techniques and how to
The 61 slide teaching PPT
as well as a detailed set of
teacher’s notes with
suggested teaching
approaches and all eleven
classroom resources in both
Word and PDF formats.
Quizlet.com
Socrative.com
Kahoots.com
empathic
task) (AO1)
• shows a
clear
understanding
of the text and
some of its
deeper
implications
(AO2)
• makes a
developed
response to
the way the
writer
achieves
her/his effects
(or develops a
generally
authentic
voice for the
character in
an empathic
task) (AO3)
• Makes a
welldeveloped,
detailed and
relevant
personal
response
(AO4)
)
embed quotations when
writing essays
Midterm Exams
Break
In
connection to
the preceding
2 weeks
Con’t Unit 2:
Intro Prose
Literature Binders
Interactions Book
Introduce Short Essay
(5 paragraph)
Write an Narrative
essay
Students will analyze
two stories focusing on
the key concepts for
Cambridge IGCSE Level
Literature in English, and
practice answering a
variety of essay
questions.
IGCSE 2021-2022 have
revised the key concepts
and they are now:







Language
Form
Structure
Genre
Context
Style
Interpretation
Specific Curriculum
Objectives Covered:
Candidates must
demonstrate the
following:
An informed,
independent opinion
about the text studied.
Determine an author's
point of view or purpose
Quizlet.com
Socrative.com
Kahoots.com
PowerPoints Presentations
Videos on file
**Portfolio
assignment:
Narrative
Essay**
**Portfolio
Assignment Assessment
Student Self
Evaluation**
The stories to be included:
• Marghanita Laski, ‘The
Tower’
• Janet Frame, ‘The
Reservoir’
• Langston Hughes, ‘Thank
You M’am’
• Anjana Appachana,
‘Sharmaji’
• Yiyun Li, ‘A Thousand
Years of Good Prayers’
• Segun Afolabi, ‘Mrs
Mahmood’
This highly engaging unit
of work on creative writing
is designed to help prepare
students for the Cambridge
IGCSE Second Language
English with particular
focus on narrative and
descriptive writing
It supports students in
actively exploring and
enjoying both descriptive
and narrative writing,
looking at excellent and
varied models of texts and
identifying successful
(Rubric for
grading –
standard 5
paragraph rubric
OR two strand
rubric evaluating
cohesion/clarity
and use of
connective
devices).
Quizlet.com
Socrative.com
Kahoots.com
Minimum
Level 6+
Marks 17-19
demonstrates
knowledge by
supporting
with careful
and relevant
reference to
the text (or
supports with
careful and
relevant
textual detail
in an
empathic
task) (AO1) •
shows a clear
understanding
of the text and
some of its
deeper
implications
(AO2)
• makes a
developed
response to
the way the
writer
achieves
her/his effects
(or develops a
generally
authentic
voice for the
character in
an empathic
task) (AO3)
in a text and analyze how
the author distinguishes
his or her position from
that of others
• makes a
welldeveloped,
detailed and
relevant
personal
response
(AO4)
features before moving to
students composing their
own creative responses.
The 61 slide teaching PPT
Analyze the structure an is included as well as a
author uses to organize a detailed set of teacher’s
text, including how the
notes with suggested
major sections contribute teaching approaches and all
to the whole and to the
eleven classroom resources
development of the ideas. in both Word and PDF
formats.
Unit 3: Intro Drama
Interactions Chapter 5
Interactions Text Chapter 5
&6
Our World
Our World
Reading: thinking about
brainstorming, making
predictions, interpreting
images and graphs,
understanding main ideas
and details, identifying a
good summary,
understanding new words
in text, recognizing
conclusions, reading
faster, getting meaning
from context,
brainstorming on ideas
and language,
understanding gender
inclusive language
Literature Binders
Writing: planning a
summary, making notes,
summarizing facts and
ideas, reviewing,
drafting, editing, and
finalizing writing, and
conducting peer reviews.
Students will be
introduced to modern
(20th century) drama for
Cambridge IGCSE Level
Literature in English.
Interactive Pop Games
PowerPoints Presentations
Videos on file
The drama to be studied is:
The Crucible by Arthur
Miller
Specific Curriculum
Objectives Covered:
Candidates must
demonstrate the following:
• Knowledge and
understanding of the set
text they have studied and
an appreciation of relevant
contexts
• Analysis of the ways in
which writers’ choices
shape meaning and create
effects
**Portfolio
Assignment Assessment
Student Self
Evaluation**
Exit/Entrance
Assessments
Fridays
Quizlet.com
Socrative.com
Kahoots.com
Minimum
Level 7 +
Marks 20-22
Demonstrates
knowledge by
integrating
much wellselected
reference to
the text (or
integrates
much wellselected
textual detail
in an
empathic
task) (AO1)
• shows a
clear critical
understanding
of the text
(AO2)
• responds
sensitively
and in detail
to the way the
writer
achieves
her/his effects
(or sustains a
convincing
voice for the
character in
Analyze how two or
more authors writing
about the same topic
shape their presentations
of key information by
emphasizing different
evidence or advancing
different interpretations
of facts.
an empathic
task) (AO3)
• sustains a
perceptive,
convincing
and relevant
personal
response
(AO4)
IGCSE 2021-2022 have
revised the key concepts
and they are now:







Language
Form
Structure
Genre
Context
Style
Interpretation
Con’t Unit 3: Drama
.
Students will be
introduced to modern
(20th century) drama for
Cambridge IGCSE Level
Literature in English.
By the end of the year,
read and comprehend
literary nonfiction in the
text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
Specific Curriculum
Objectives Covered:
Literature Binders
Interactive Pop Games
Quizlet.com
Socrative.com
Kahoots.com
PowerPoints Presentations
Videos on file
Candidates must
demonstrate the following:
• Knowledge and
understanding of the set
text they have studied and
an appreciation of relevant
contexts
• Analysis of the ways in
which writers’ choices
shape meaning and create
effects
**Portfolio
Assignment:
Reading logs –
students will
continue to
record what they
read in their
reading log
sheets and add to
their vocabulary
list as per the
log**.
**Portfolio
Assignment Assessment
Student Self
Evaluation**
Minimum
Level 7+
Marks 20-22
demonstrates
knowledge by
integrating
much wellselected
reference to
the text (or
integrates
much wellselected
textual detail
in an
empathic
task) (AO1) •
shows a clear
critical
understanding
of the text
(AO2)
• Responds
sensitively
and in detail
to the way the
writer
achieves
her/his effects
(or sustains a
convincing
voice for the
character in
an empathic
task) (AO3)
• Sustains a
perceptive,
convincing
and relevant
personal
response
(AO4)
Informative,
Narrative, &
Descriptive
Essay
Practice
Unit 4: Writing
Informative Essay
Writing a movie analysis
View the movie Jumanji
–Welcome to the Jungle
Writing a movie analysis
- analyzing how
“authors” use setting and
characterization to create
effect and develop the
theme.
Students will identify the
basic elements of
literature within a movie.
Students will analyze
how the producers use
setting to create effect
(comedy – humor) within
a story.
Students will analyze the
producer’s use of
characterization to create
effect.
Along with having
positive themes, all
selected movies support
class objectives in
Jumanji – Welcome to the
Jungle with Dwayne
Johnson - available on
YouTube.
** Portfolio
Movie Review –
As per ppt
evaluation
criterion.
Students will
submit a 200 –
300 word movie
review.
Compare/contrast
paragraph on
setting. (AABB
and ABAB
structure).
Minimum
Level 7-8
Marks 20-25
Demonstrates
knowledge by
integrating
much wellselected
reference to
the text (or
integrates
much wellselected
textual detail
in an
empathic
task) (AO1)
• Shows a
clear critical
understanding
of the text
(AO2)
• Responds
sensitively
and in detail
to the way the
writer
achieves
her/his effects
(or sustains a
discussing the specific
elements of literature:
setting, characterization,
and theme. Each move
has multiple main
characters and multiple
settings for class
discussion for lessons on
direct-indirect
characterization,
character description
(adjectives), and
compare/contrast
settings.
Weeks 19 –
20
Mini Unit –
Literature
Circles,
Reading
strategies
convincing
voice for the
character in
an empathic
task) (AO3)
• Sustains a
perceptive,
convincing
and relevant
personal
response
(AO4)
Unit 4: Short Story
Interactions Chapter 6
Short Story
In Your Dreams
“Broken Chain” by Gary
Soto (Ppt lessons)
A-Z continued reading,
reading logs, encourage
students to be reading
beyond the classroom –
logging English reading.
“Everybody Knows
Tobie” by Daniel Garza
**Portfolio-as
students read
informational
text articles from
Interactions
have them
record their
reading in their
reading logs.
Literature Binders
Interactions Chapter 6
Interactive Pop Games
In Your Dreams
Reading: critical
thinking, understanding
mood, getting meaning
from context, reading for
main idea and details,
predicting and
anticipating.
Writing: writing a dream
narrative, using a graphic
organizer, note-taking,
organizing content,
drafting, reviewing,
editing.
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience.
(Grade-specific
Quizlet.com
Socrative.com
Kahoots.com
PowerPoints Presentations
Videos on file
“Broken Chain” by Gary
Soto (PPT lessons)
**Portfolio
Assignment Assessment
Student Self
Evaluation**
Idioms and
Vocabulary
Quiz
Exit/Entrance
Assessment
Fridays
Minimum
Level 7
Marks 20-22
Demonstrates
knowledge by
integrating
much wellselected
reference to
the text (or
integrates
much wellselected
textual detail
in an
empathic
task) (AO1)
• Shows a
clear critical
understanding
of the text
(AO2)
OR
“Everybody Knows Tobie”
by Daniel Garza
• Responds
sensitively
and in detail
to the way the
writer
achieves
her/his effects
(or sustains a
convincing
voice for the
character in
expectations for writing
types are defined in
standards 1-3 above.)
an empathic
task) (AO3)
• Sustains a
perceptive,
convincing
and relevant
personal
response
(AO4)
FLEX WEEK
Student presentation.
For weeks 19
– 20
OR
Student – Teacher
conferencing, portfolio
review.
Write and perform a
play.
Fill out G1B Language
Arts Standards Checklist
OR
Interactions Chapters
Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and
information through the
selection, organization,
and analysis of relevant
content.
Write narratives to
develop real or imagined
experiences or events
using effective
technique, relevant
descriptive details, and
well-structured event
sequences.
With some guidance and
support from peers and
adults, develop and
strengthen writing as
needed by planning,
revising, editing,
rewriting, or trying a new
approach, focusing on
how well purpose and
**Portfolio
Assignment Assessment
Student Self
Evaluation**
Fill out G1B
Language Arts
Standards
Checklist
Exit/Entrance
Assessment
Fridays
Minimum
Level 8
Marks 23-25
Demonstrates
knowledge by
incorporating
well-selected
reference to
the text
skillfully and
with flair (or
seamlessly
uses wellselected
textual detail
in an
empathic
task) (AO1)
• Sustains a
critical
understanding
of the text
showing
individuality
and insight
(AO2)
• Responds
sensitively
and in
considerable
detail to the
way the writer
achieves
her/his effects
(or sustains an
entirely
convincing
voice for the
audience have been
addressed.
character in
an empathic
task) (AO3)
• Sustains
personal and
evaluative
engagement
with task and
text (AO4)
Week 21
Flex week – complete
any undone learning
tasks, student teacher
portfolio conferencing.
Student – Teacher
conferencing, portfolio
review.
By the end of the year,
read and comprehend
literature, including
Fill out G1B Language
stories, dramas, and
Arts Standards Checklist
poems, in the grades 6-8
text complexity band
proficiently, with
scaffolding as needed at
the high end of the range.
By the end of the year,
read and comprehend
literature, including
stories, dramas, and
poems, text complexity
band proficiently, with
scaffolding as needed at
the high end of the range.
Write routinely over
extended time frames
(time for research,
reflection, and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and audiences
** Portfolio Student /
Teacher
conferencing:
students will
meet one on one
with the teacher
to review their
portfolio
contributions
over the year.
Students will fill
out a selfevaluation and
reflection on how
they feel about
their portfolio
contents – yearly
work.
Minimum
Level 8
Marks 23-25
**Portfolio
Assignment Assessment
Student Self
Evaluation**
• Sustains a
critical
understanding
of the text
showing
individuality
and insight
(AO2)
Fill out G1B
Language Arts
Standards
Checklist
Demonstrates
knowledge by
incorporating
well-selected
reference to
the text
skillfully and
with flair (or
seamlessly
uses wellselected
textual detail
in an
empathic
task) (AO1)
• Responds
sensitively
and in
considerable
detail to the
way the writer
achieves
her/his effects
(or sustains an
entirely
convincing
voice for the
character in
an empathic
task) (AO3)
• Sustains
personal and
evaluative
engagement
with task and
text (AO4)
Final Exam Week