Grade 9        

Grade 10

Grade 11

Grade 12

Benchmark I: Listen to and respond to a variety of spoken discourse at increasing levels of difficulty in different contexts. Apply a range of listening strategies individually and collaboratively to comprehend and interpret information.

Benchmark I: Respond to a variety of spoken discourse at increasing levels of difficulty in different contexts. Apply a range of listening strategies individually and collaboratively to comprehend and interpret information.

A1. Listening and Viewing

[SLO: E-09-A1-01]

[SLO: E-10-A1-01]

[SLO: E-11-A1-01]

[SLO: E-12-A1-01]

Explore complex ideas and issues in drama and play.

Establish roles and apply dramatic approaches with confidence.

[SLO: E-09-A1-02]

[SLO: E-10-A1-02]

[SLO: E-11-A1-02]

[SLO: E-12-A1-02]

Apply knowledge from listening to, viewing and responding to texts for different purposes (including arguments and discussions).

Benchmark II: Comprehend, and respond to a variety of spoken discourse.

Benchmark II: Respond to a variety of spoken discourse.

A2. Listening and Speaking Readiness

[SLO: E-09-A2-01]

[SLO: E-10-A2-01]

[SLO: E-11-A2-01]

[SLO: E-12-A2-01]

Demonstrate attentive listening’ skills towards others and be sensitive to the rules of turn-taking in discourse.

[SLO: E-09-A2-02]

[SLO: E-10-A2-02]

Ask and answer questions of personal relevance, information and a variety of communicative purposes

[SLO: E-11-A2-02]

[SLO: E-12-A2-02]

Respond to questions on a range of communicative purposes.

[SLO: E-09-A2-03]

[SLO: E-10-A2-03]

Demonstrate the use of rhetorical questions for a range of audiences.

[SLO: E-11-A2-03]

[SLO: E-12-A2-03]

Use complex questions for a range of audiences.

[SLO: E-09-A2-04]

[SLO: E-10-A2-04]

[SLO: E-11-A2-04]

[SLO: E-12-A2-04]

Perform a drama/ role play/play script showing different roles and scenarios through deliberate choice of dialogues/ speech, gestures and movements.

Benchmark III: Use dialogues and panel discussions on particular topics to communicate information/ ideas and demonstrate the social and academic conventions/ dynamics for a variety of purposes and audiences

Benchmark III: Use dialogues, panel discussions, and presentations on particular topics to communicate information/ ideas and demonstrate the social and academic conventions/ dynamics for a variety of purposes and audience. 

A3. Listening and Speaking for Different Purposes

[SLO: E-09-A3-01]

[SLO: E-10-A3-01]

[SLO: E-11-A3-01]

[SLO: E-12-A3-01]

Speak confidently and fluently in a wide range of contexts to fulfil different purposes.

[SLO: E-09-A3-02]

[SLO: E-10-A3-02]

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners. Examples can be taken from grade-level topics, texts, and issues:

a.        Follow the rules for discussions, set specific goals and deadlines, and define individual roles as needed

b.       come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

[SLO: E-11-A3-02]

[SLO: E-12-A3-02]

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues:

1. Follow the rules for discussions, set specific goals and deadlines, and define individual roles as needed

2. come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

3. present their work to various audiences using mechanics of presentation skills.

A4. Listening and Speaking for different audiences

[SLO: E-09-A4-01]

[SLO: E-10-A4-01]

[SLO: E-11-A4-01]

[SLO: E-12-A4-01]

Engage in extended discussions and critique taking into account other speakers’ viewpoints and presenting one's own with clarity and coherence.

[SLO: E-09-A4-02]

[SLO: E-10-A4-02]

[SLO: E-11-A4-02]

[SLO: E-12-A4-02]

Demonstrate complex ideas and issues in drama, establishing roles and applying dramatic approaches with
confidence.

Grade 9      

Grade 10

Grade 11

Grade 12

Benchmark I: Read a wide range of texts with fluency, correct expression, comprehension and pleasure.

Benchmark I: Examine and critique a wide range of extended texts with fluency, correct expression, comprehension and pleasure.

B1. Reading Readiness and Fluency

[SLO: E-09-B1-01]

[SLO: E-10-B1-01]

Read with accurate pronunciation, appropriate pitch and voice variation suitable for fictional and nonfictional texts.

[SLO: E-09-B1-02]

[SLO: E-10-B1-02]

Ask and answer simple and higher-order questions to guide/assess reading (e.g., Why is the author saying this right now? Why did the author choose this word? How is this different from what I read somewhere else?

Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text. The purpose is to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (narrative, descriptive, expository, persuasive, procedural, and functional texts).

Benchmark II: Discover the literal and contextual meaning of words and phrases. Analyse patterns of text organization and functions of various devices used in a paragraph and text.

Benchmark II: Examine the literal and contextual meaning of words and phrases. Analyse patterns of text organization and functions of various devices used in a paragraph and text.

B2. Reading for Understanding

[SLO: E-09-B2-01]

[SLO: E-10-B2-01]

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Discuss their own and others’ reading critically, taking account of others’ views of what they have read. Express informed opinions, justify the viewpoint and make recommendations and develop an interest in a variety of texts.

[SLO: E-11-B2-01]

[SLO: E-12-B2-01]

Evaluate how authors use language, including figurative language, considering the impact on the reader.

Discuss others’ reading critically, taking account of their views. Express informed opinions, justify the viewpoint and make recommendations and develop an interest in a variety of texts.

[SLO: E-09-B2-02]

[SLO: E-10-B2-02]

Analyse that text comprises a group of paragraphs that develop on the main idea addressed by the author throughout the text.

[SLO: E-11-B2-02]

[SLO: E-12-B2-02]

Analyse how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

[SLO: E-09-B2-03] *

[SLO: E-10-B2-03] *

Make recommendations and develop an interest in a variety of texts.

[SLO: E-11-B2-03] *

[SLO: E-12-B2-03] *

Critique reading interpretations, taking account of others’ views on reading.

Benchmark: III Examine a variety of text types

 (a) literary texts which include novels, short stories, poetry, plays, essays, biographies and autobiographies

(b) informational text types to inform, persuade and explain by interpreting information (for example, visual cues, graphic organisers, time order, simple processes and procedures and cause and effect relationships) to analyse the explicit and implicit meaning using a range of reading strategies,( for example, skimming, scanning, context cues, predicting, clarifying, summarizing, reasoning and inference).

Benchmark: III Critique a variety of text types

 (a) literary texts which include novels, short stories, poetry, plays, essays and autobiographies

(b) informational text types to persuade and explain by interpreting information.

B3. Reading for Meaning

[SLO: E-09-B3-01]

[SLO: E-10-B3-01]

[SLO: E-11-B3-01]

[SLO: E-12-B3-01]

Provide an objective summary of the text.

[SLO: E-09-B3-02] *

[SLO: E-10-B3-02]*

[SLO: E-11-B3-02]*

[SLO: E-12-B3-02] *

Read and use inference and deduction to recognise implicit meaning (e.g. look for supporting details within a text/paragraph) using prior knowledge and contextual cues effectively.

Use pre-reading and while-reading strategies to analyse and explore different layers of meaning within texts including biases and opinions.

Link new facts, terms, and concepts with prior knowledge.

Choose words and phrases for effect.

Comment on implied meaning, e.g. writer’s viewpoint, relationships between characters etc.

[SLO: E-09-B3-03]

[SLO: E-10-B3-03]

[SLO: E-11-B3-03]

[SLO: E-12-B3-03]

Explain whether predictions about the content of a text are acceptable or should be modified and why

[SLO: E-09-B3-04]

[SLO: E-10-B3-04]

[SLO: E-11-B3-04]

[SLO: E-12-B3-04]

Distinguish cause from effect, fact from opinion (e.g., by noting outcomes, personal comments, beliefs and biases), and generalized statements from evidence-based information with specific reference to informational texts.

[SLO: E-09-B3-05] *

[SLO: E-10-B3-05] *

[SLO: E-11-B3-05] *

[SLO: E-12-B3-05] *

Apply skimming and scanning strategies for relevant information and main points in texts to identify the writer’s purpose, and intended audience. Infer the theme/main idea of the text, distinguishing between fact and opinion where necessary.

[SLO: E-09-B3-06]

[SLO: E-10-B3-06]

[SLO: E-11-B3-06]

[SLO: E-12-B3-06]

Examine how an author develops and contrasts the points of view of different characters or narrators in a text.

Critique the plot development with respect to different aspects of the story.

[SLO: E-09-B3-07]

[SLO: E-10-B3-07]

Examine the particular elements of a story or drama (e.g., how the setting shapes the characters or plot).

Identify rhyme schemes and figurative language in poems.

Examine stages of plot development in a fictional text. (exposition, setting, climax, character development, resolution)

Analyse how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

[SLO: E-11-B3-07]

[SLO: E-12-B3-07]

Evaluate the particular elements of a story or drama (e.g., how the setting shapes the characters or plot).

Identify rhyme schemes and figurative language in poems.

Evaluate stages of plot development in a fictional text. (exposition, setting, climax, character development, resolution)

Examine how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

[SLO: E-09-B3-08]*

[SLO: E-10-B3-08]*

Examine a central idea of an informational text and analyse its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Use summary skills to

1. extract salient points and develop a

mind map to summarize a variety of informational texts.

2. transfer the written text to a table,

diagram, flowchart or work plan.

[SLO: E-11-B3-08]*

[SLO: E-12-B3-08]*

Evaluate two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis

Use summary skills to

1. extract salient points and develop a

mind map to summarize a variety of informational texts.

 2. transfer the written text to a table,

diagram, flowchart or work plan.

[SLO: E-09-B3-09]*

[SLO: E-10-B3-09]*

Examine the mechanics of precis writing

[SLO: E-11-B3-09]*

[SLO: E-12-B3-09]*

Practice precis writing skills

[SLO: E-09-B3-10]

[SLO: E-10-B3-10]

[SLO: E-11-B3-10]

[SLO: E-12-B3-10]

Give an informed personal and analytical response to a text and provide some textual reference in support.

Reading to analyse descriptive/argumentative/persuasive essays.

Reading to analyse application/letter/report/summary/biography/autobiography/reviews.

[SLO: E-09-B3-11]

[SLO: E-10-B3-11]

Examine different points of view (e.g., first-person, third-person narrative)

Determine an author’s point of view or purpose in a text. Analyse how the author distinguishes his or her position from that of others.

[SLO: E-11-B3-11]

[SLO: E-12-B3-11]

Evaluate different points of view (e.g., first-person, third-person narrative)

Examine an author’s point of view or purpose in a text. Critique how the author distinguishes his or her position from that of others.

[SLO: E-09-B3-12]

[SLO: E-10-B3-12]

[SLO: E-11-B3-12]

[SLO: E-12-B3-12]

Summarise complex concepts, processes, or information by paraphrasing them using correct language structure, transitional devices, own words and relevant punctuation marks. 

Make inferences to draw conclusions from, e.g.

a. contextual information

b. writer’s viewpoint

c. implied information

[SLO: E-09-B3-13]*

[SLO: E-10-B3-13]*

[SLO: E-11-B3-13]*

[SLO: E-12-B3-13]*

Interpret and integrate information from a variety of sources for comprehension (e.g., maps, graphs, charts, diagrams)

[SLO: E-09-B3-14]

[SLO: E-10-B3-14]

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

[SLO: E-11-B3-14]

[SLO: E-12-B3-14]

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

[SLO: E-09-B3-15]

[SLO: E-10-B3-15]

[SLO: E-11-B3-15]

[SLO: E-12-B3-15]

Read, view and analyse a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:

a. Poetry (free verse, narrative and rhythmic

b. Personal recounts (e.g., diary entries, biographies)
c. Narratives (e.g., fables, historical fiction, science fiction, legends)

d. Procedures (e.g., recipes, directions, instruction manuals)
e. Information reports (e.g., project reports, fact sheets, brochures
f. Interpersonal texts (e.g. informal and formal letter, notices, emails)
g. Factual recounts (e.g., eye-witness accounts, news bulletins)
h. Drama (play scripts)
i. Explanations (e.g., how something works)
j. Expositions (e.g., reviews, arguments)

[SLO: E-09-B3-16]

[SLO: E-10-B3-16]

[SLO: E-11-B3-16]

[SLO: E-12-B3-16]

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 9       

Grade 10

Grade 11

Grade 12

Benchmark I: Apply a range of strategies and resources to use vocabulary accurately and develop knowledge of linguistic conventions in reading, writing and spoken language.

Benchmark I: Examine a range of strategies and resources to use vocabulary accurately and develop knowledge of linguistic conventions in reading, writing and spoken language.

C1. VOCABULARY

SLO: E-09-C1-01]

SLO: E-10-C1-01]

SLO: E-11-C1-01]

SLO: E-12-C1-01]

Clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 and 11 & 12 reading and content, choosing flexibly from a range of strategies.

●       Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

●       Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

●       Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

●       Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SLO: E-09-C1-02]*

SLO: E-10-C1-02]*

SLO: E-11-C1-02]*

SLO: E-12-C1-02]*

Comprehend and use contemporary Idioms and proverbs in the different texts and in their speech.

SLO: E-09-C1-03]

SLO: E-10-C1-03]

SLO: E-11-C1-03]

SLO: E-12-C1-03]

Identify and use adjectival, prepositional and adverbial phrases in reading and writing tasks.

SLO: E-09-C1-04]

SLO: E-10-C1-04]

SLO: E-11-C1-04]

SLO: E-12-C1-04]

Distinguish between the connotative and denotative meanings of words, both similar and dissimilar denotations and their appropriate use in a variety of writing and texts.

SLO: E-09-C1-05]

SLO: E-10-C1-05]

SLO: E-11-C1-05]

SLO: E-12-C1-05]

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

●       Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

●       Analyze nuances in the meaning of words with similar denotations.

SLO: E-09-C1-06]

SLO: E-10-C1-06]

SLO: E-11-C1-06]

SLO: E-12-C1-06]

Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Benchmark I: Use noun/adjectival/adverbial phrases and clauses in the immediate environment along with pronouns, prepositional phrases, verbs and conjunctions.

Benchmark I: Use noun/adjectival/adverbial phrases and clauses in the immediate and extended environment along with pronouns, prepositional phrases, verbs and conjunctions.

C2. GRAMMAR

SLO: E-09-C2-01]

SLO: E-10-C2-01]

SLO: E-11-C2-01]

SLO: E-12-C2-01]

Demonstrate knowledge of different types of pronouns in oral and written communication

SLO: E-09-C2-02]

SLO: E-10-C2-02]

SLO: E-11-C2-02]

SLO: E-12-C2-02]

Apply knowledge of language to understand how language functions in different contexts, make effective choices for meaning or style and comprehend more fully when reading or listening.

Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SLO: E-09-C2-03]

SLO: E-10-C2-03]

SLO: E-11-C2-03]

SLO: E-12-C2-03]

Identify and use compound prepositions and prepositional phrases in writing

SLO: E-09-C2-04]

SLO: E-10-C2-04]

Examine and interpret the use of conjunctions and transitional devices in speech and writing to create the effect.

Recognize and use subordinating conjunctions to connect independent clause/s to dependent clause/s.e.g., He could not attend the meeting because he was sick.


"Recognize and use correlative
conjunctions including pairs such as "both/and," either/or," neither/nor," not/but" and " not only/but also."

Benchmark II: Use punctuation with reasonable accuracy.

Benchmark II: Use punctuation with reasonable accuracy.

C3.PUNCTUATION

SLO: E-09-C3-01]

SLO: E-10-C3-01]

SLO: E-11-C3-01]

SLO: E-12-C3-01]

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

●       Observe hyphenation conventions.

●       Spell correctly.

●       Produce legible work that shows accurate spelling and correct
use of the conventions of punctuation and capitalization.

Benchmark III: Use concepts of time and tense in speech and writing; recognise different sentence patterns and structures; follow rules of subject-verb agreement, apply the concept and functions of voice and speech in reading and writing.

Benchmark III: Use concepts of time and tense in speech and writing; recognise different sentence patterns and structures; follow rules of subject-verb agreement, apply the concept and functions of voice and speech in reading and writing.

C4. TENSES

SLO: E-09-C4-01]

SLO: E-10-C4-01]

SLO: E-11-C4-01]

SLO: E-12-C4-01]

Use all types of tenses correctly in speech and writing.

Use gerunds and participles.

Use the aspect of time correctly in speech and writing.

C5. SENTENCE STRUCTURE

SLO: E-09-C5-01]

SLO: E-10-C5-01]

Differentiate between a variety of phrases and clauses.

SLO: E-09-C5-02]

SLO: E-10-C5-02]

Construct sentences using the sentence patterns and structures learnt in earlier classes.

SLO: E-09-C5-03]

SLO: E-10-C5-03]

Construct complex sentences and paragraphs using main and subordinate clauses with appropriate transitional devices and correct punctuation.

SLO: E-09-C5-04]

SLO: E-10-C5-04]

Change tense in indirect speech (present, past and perfect tenses, future, modals, time and questions, orders, requests, suggestions and advice) in speech and writing.

Grade 9      

Grade 10

Grade 11

Grade 12

Benchmark I: Write legibly, consistently and with correct formation; apply word analysis, following rules of grammar, stages of writing skills and structure to write coherently and cohesively.

Benchmark I: Apply word analysis, following rules of grammar, stages of writing and structure to write coherently and cohesively.

D1. Writing Readiness and Fluency

SLO: E-09-D1-01]

SLO: E-10-D1-01]

SLO: E-11-D1-01]

SLO: E-12-D1-01]

Apply editing and proofreading skills to a range of different texts and contexts

SLO: E-09-D1-02]

SLO: E-10-D1-02]

Use hyphens (hyphenated nouns and adjectives) in words, letter string –ough words.

Benchmark II: Apply conventions of different types of writing to create a variety of increasingly advanced texts for different purposes.

Benchmark II: Apply conventions of different types of writing to create a variety of increasingly advanced texts for different purposes.

D2. Writing for Understanding

SLO: E-09-D2-01]

SLO: E-10-D2-01]

Follow the steps of the process approach to plan for writing a paragraph: brainstorming, structuring, mind mapping using a variety of graphic organizers, freewriting, and note-taking.

SLO: E-11-D2-01]

SLO: E-12-D2-01]

Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

SLO: E-09-D2-02]*

SLO: E-10-D2-02]*

Write a dialogue between multiple people, giving narration/background in brackets, using conventions of the director’s notes. Use vocabulary, tone and style appropriate to the context and relationship between the addresser and addressee.

SLO: E-09-D2-03]

SLO: E-10-D2-03]

SLO: E-11-D2-03]

SLO: E-12-D2-03]

Apply the techniques of writing the first draft with sufficient details; proofreading and editing details to suit the purpose and audience.

SLO: E-09-D2-04]

SLO: E-10-D2-04]

SLO: E-11-D2-04]

SLO: E-12-D2-04]

Write and critique the final draft after complete editing and proofreading. Ensure each paragraph develops the main idea of the essay/piece of writing and the topic sentence of each paragraph. Use the technique of hook, and lead-in sentences to develop the flow of thought.

Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Benchmark III: Write compositions on various text types - descriptive, narrative, expository, persuasive/argumentative, formal and informal letters, summaries, stories, poems, and dialogues; that are clear, coherent, cohesive and of creative value.

D3. Writing for Meaning 

SLO: E-09-D3-01]*

SLO: E-10-D3-01]*

SLO: E-11-D3-01]*

SLO: E-12-D3-01]*

Write multiple paragraphs essays/stories; multi-stanza poems or playscript using mechanics of correct writing. 

SLO: E-09-D3-02]*

SLO: E-10-D3-02]*

SLO: E-11-D3-02]*

SLO: E-12-D3-02]*

Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

●       Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

●       Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

●       Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

●       Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

●       Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

●       Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

●       Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SLO: E-09-D3-03]*

SLO: E-10-D3-03]*

SLO: E-11-D3-03]*

SLO: E-12-D3-03]*

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

●       Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

●       Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

●       Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

●       Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

●       Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

●       Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SLO: E-09-D3-04]*

SLO: E-10-D3-04]*

SLO: E-11-D3-04]*

SLO: E-12-D3-04]*

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

●       Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

●       Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

●       Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

●       Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

●       Provide a concluding statement or section that follows from and supports the argument presented.

SLO: E-09-D3-05]*

SLO: E-10-D3-05]*

SLO: E-11-D3-05]*

SLO: E-12-D3-05]*

Write a descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct punctuation and spelling, by using the process approach - brainstorming, mind mapping, and writing a first draft.

SLO: E-09-D3-06]*

SLO: E-10-D3-06]*

SLO: E-11-D3-06]*

SLO: E-12-D3-06]*

Write formal letters to people in extended academic and professional environments for various purposes.

SLO: E-09-D3-07]

SLO: E-10-D3-07]

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SLO: E-11-D3-07]

SLO: E-12-D3-07]

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesise multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SLO: E-09-D3-08]*

SLO: E-10-D3-08]*

•         Examine the mechanics of developing a book review report

•         Write a book review report

SLO: E-11-D3-08]*

SLO: E-12-D3-08]*

Write a book review report

SLO: E-09-D3-09]*

SLO: E-10-D3-09]*

SLO: E-11-D3-09]*

SLO: E-12-D3-09]*

Develop precis writing skills.

Write precis effectively.

SLO: E-09-D3-10]*

SLO: E-10-D3-10]*

SLO: E-11-D3-10]*

SLO: E-12-D3-10]*

Use paraphrasing skills to paraphrase a poem.

SLO: E-09-D3-11]*

SLO: E-10-D3-11]*

SLO: E-11-D3-11]*

SLO: E-12-D3-11]*

Use summary skills to write an objective summary of the given text and poems.

SLO: E-09-D3-12]

SLO: E-10-D3-12]

SLO: E-11-D3-12]

SLO: E-12-D3-12]

Write multiple paragraphs of free writing for fluency, creativity, brainstorming or pleasure.

Proofread and edit texts for errors in

•sentence structure.

• subject/verb agreement.

• noun/pronoun agreement.

•reference words, connectives/transitional devices.

•punctuation and spelling.

Text Type

Intention

Focus

Examples

Narrative/expressive/reflective texts (Literary texts)

To entertain, explore, imagine, enlighten, and share experiences so as to get the reader involved in the story and characters.

Literary, creative and aesthetic appeal.

●      Stories

●      Novels (classic and contemporary)

●      Poems (lyrics, ballads, sonnets)

●      Play scripts

●      Biographies

●      Anecdotes

●      Diary, journal entries

●      Fantasy, adventure, science, fiction

Persuasive/ argumentative texts

To persuade, argue, advice.

Influence the readers or viewers to change their minds about something.

●      Brochures

●      Advertisement of consumer products

●      Letters to the editor conveying opinions

●      Editorials

●      Campaign literature

●      Magazine articles supporting a position

Expository( factual/ Informative texts)

 To inform, explain and describe print and computer-based informative and reference texts.

Document, organise and convey information and ideas.

●      News reports

●      Magazine articles

●      Memos

●      Menus, blurbs, memes

●      Indices, forms

●      Maps

●      Recipes

●      Minutes

●      Tables

●      Flowcharts

●      Diagrams

●      Fact sheets

●      Information leaflets

●      Prospectuses

●      Plans

●      Summaries

●      Records

Expository (analytical texts)

 To analyze, review and comment.

 Present weighed and evaluative views of ideas and issues

●      Commentaries

●      Analytical articles

●      Essays and reports

●      Reviews

Texts used for Interpersonal / Transactional Communication

To communicate a message for transactional or interpersonal purposes.

To communicate and                    share ideas, feelings and information

●      Dialogues (informal/ formal)

●      Letters (informal/ formal)

●      Greeting cards

●      E mails

●      Notices

●      Talks

●      Interviews

●      Job advertisements

●      Resumes´

Themes

Sub-Theme

Text Type

Entrepreneurship 

●       Entrepreneurship-Role in a society

●       Success stories of entrepreneurs

●       Women entrepreneurs/ women empowerment

●       Informative article/ magazine article

●       Autobiography/ Blogs/News report

●       Novel/ speeches/ poems

Digital Globalization

●       Impact of digital globalization on the English Language

●       How is it affecting the culture and  economy?

●       MOOC (Massive Open Online Courses)

●       Twitter/ LinkedIn

●       web article/ magazine article

●       magazine advertisement

●       an extract from the guide book

Digital Media

●       Artificial Intelligence

●       Digital marketing

●       Google/ Facebook/YouTube (knowledge hub)

●       MOOC (educational resource)

●       Advertisement

●       Articles/blogs

●       news report/ article

●       podcasts

●       websites

SDG-Millineum Development Goals

●       Poverty and hunger

●       Universal Education

●       Gender Equality

●       Child Health

●       Global Partnership

●       Environmental sustainability

●       Informative article/ web article

●       formal report writing

●       news story

●       essays

Innovation and Creativity

●       Importance of innovation & creativity at school

●       Innovation & creativity in science/ business/ work.

●       Innovation, Creativity and success

●       news story

●       interviews

●       news reports

●       articles / blogs

Clean water & sanitation

●       UN sustainable development

●       problems & solutions

●       campaigns & projects

●       articles

●       essays

Drug Education

●       drug education in schools

●       refusal skills

●       prevention and treatment

●       E-cigarette or vaping

●       essays

●       blogs

●       diary writing

●       advertisements

Soft Skills

Nature and natural resources

●       People and nature

●       Environmental Topics

●       Biodiversity

●       Conserving earth/ nature-based solutions

●       Poetry/ literature

●       Journals

●       Articles/ blogs

●       descriptive essays

Travel and Tourism

●       GIS application in tourism

●       Hospitality

●       Transportation

●       Travel writing/ travelog

●       Journal/ magazine article

●       Autobiography/ blogs

●       leaflet/ brochure/ advertisement

●       poems/ novel

Literature

●       Human Relationships

●       Global Change

●       War and Peace

●       Technology

●        

Poetry

●       Nature

●       Human Relationships

●       Industrial Revolution

●       Rubaiaat (Spiritualism)

Component

Weightage in %

Comprehension (unseen)

20%

Writing

50% *Text types given below must be followed.

Literature (short stories and poetry)

30% * Suggested books are given below.

Vocabulary and grammar

Integrated in all components. It is suggested to add an overall 10% in the entire paper.

Component

Weightage in %

Literature (Novel, Play)

60% * Suggested books are given below.

Writing

40% *Text types given below must be followed.

Vocabulary and grammar

Integrated in all components. It is suggested to add an overall 10% in the entire paper.

Component

Weightage in %

Comprehension (unseen)

20%

Writing

50% *Text types given below must be followed.

Literature (short stories and poetry)

30% * Suggested books are given below.

Vocabulary and grammar

Integrated in all components. It is suggested to add an overall 10% in the entire paper.

Component

Weightage in %

Literature (Novel, Play)

60% * Suggested books are given below.

Writing

40% *Text types given below must be followed.

Vocabulary and grammar

Integrated in all components. It is suggested to add an overall 10% in the entire paper.