Grade 9 English competencies
Reference of expected learner competencies for planning and assessment.
English
Term 1
30 competenciesThe learners demonstrate their multiliteracies and communicative competence in evaluating Anglo-American literature (poetry, prose, and drama) for clarity of meaning, purpose, and target audience as a foundation for publishing original literary texts that reflect their expanding cultural identity.
The learners analyze the style, form, and features of Anglo-American literature (poetry, prose, and drama); evaluate literary texts for clarity of meaning, purpose, and target audience; and compose and publish an original multimodal literary text (one-act play) that represents their meaning, purpose, and target audience, and reflects their expanding cultural identity.
Analyze literary texts as expressions of individual or communal values within structural context: conflict: character vs. character
Analyze literary texts as expressions of individual or communal values within structural context: conflict: character vs. society
Analyze literary texts as expressions of individual or communal values within structural context: conflict: character vs. nature/environment
Analyze literary texts as expressions of individual or communal values within structural context: conflict: character vs. self
Analyze literary texts as expressions of individual or communal values within structural context: character
Analyze literary texts as expressions of individual or communal values within structural context: characterization
Analyze literary texts as expressions of individual or communal values within structural context: plot: parallel
Analyze literary texts as expressions of individual or communal values within structural context: plot: episodic
Analyze literary texts as expressions of individual or communal values within structural context: spectacle, dialogue, and music
Analyze literary texts as expressions of individual or communal values within structural context: rhyme and meter
Analyze literary texts as expressions of individual or communal values within structural context: diction
Analyze literary texts as expressions of individual or communal values within structural context: tone and mood
Analyze literary texts as expressions of individual or communal values within structural context: style
Analyze literary texts as expressions of individual or communal values within structural context: patterns and motifs
Analyze literary texts as expressions of individual or communal values within structural context: figures of speech and sound devices
Analyze literary texts as expressions of individual or communal values within structural context: point of view and narrative techniques
Analyze literary texts as expressions of individual or communal values within structural context: organic unity
Analyze literary texts as expressions of individual or communal values within structural context: sign and referent
Analyze literary texts as expressions of individual or communal values within structural context: binary opposition
Analyze literary texts as expressions of individual or communal values within biographical context
Analyze literary texts as expressions of individual or communal values within historical context
Analyze literary texts as expressions of individual or communal values within sociocultural context
Analyze literary texts as expressions of individual or communal values within linguistic context: co-text
Analyze literary texts as expressions of individual or communal values within linguistic context: collocation
Analyze literary texts as expressions of individual or communal values within psychological context
Analyze the maxims, universal truths, and philosophies presented in the literary text as a means of valuing other people and their various circumstances in life.
Identify one's meaning and purpose in selecting the type of literary text for composition.
Compose literary texts using appropriate structure.
Revise the literary texts for coherence and cohesion.
Publish an original literary text that reflects culture: script for a one-act play.
Term 2
34 competenciesThe learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (argumentative texts) and transactional texts (letter of complaint) for clarity of meaning, purpose, and target audience as a foundation for publishing original informational and transactional texts.
The learners analyze the style, form, and features of informational texts (argumentative texts) and transactional texts (letter of complaint); evaluate informational and transactional texts for clarity of meaning, purpose, and target audience; and compose and publish original multimodal informational texts (argumentative texts) and transactional texts (letter of complaint) using appropriate forms and structures that represent their meaning, purpose, and target audience.
Examine text structures for clarity of meaning and purpose: non-journalistic texts: argumentative text
Examine linguistic features as tools to achieve organizational efficiency in informational texts: diction and style, transition devices, sentence structure and function
Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual, operational, and expanded definition of words.
Extract significant information.
Analyze supporting evidence to validate assertions and counterclaims: factual knowledge
Distinguish facts from claims/opinions: self-evidence
Distinguish facts from claims/opinions: anecdotal evidence
Distinguish facts from claims/opinions: argument from authority
Distinguish facts from claims/opinions: empirical evidence
Evaluate claims explicitly or implicitly made in a text: claim of fact, claim of value, claim of policy
Analyze propaganda techniques used in informational texts for political correctness: name calling vs. card stacking
Analyze propaganda techniques used in informational texts for political correctness: ad nauseum propaganda vs. appeal to justice
Analyze persuasive techniques to support an argument: ethos, pathos, logos
Draw inferences and conclusions to formulate sound judgment: author's purpose and meaning; target audience
Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, summarizing
Synthesize significant information.
Identify the text type appropriate for one's topic, purpose, and target audience.
Organize significant information using various technique.
Determine one's thesis as the central idea of the paper.
Compose the informational text based on the chosen text type.
Apply multimodal elements appropriate to the chosen text delivery/ies.
Revise the text for coherence.
Revise the text for cohesion: diction, syntax, and style.
Edit the text for textual consistency.
Publish a multimodal informational text for one's purpose and target audience: argumentative text.
Analyze distinguishing features of informal and formal correspondences to infer sender's meaning and purpose across modalities: letter of complaint
Analyze milieus influencing the structure and rhetoric of informal and formal correspondences across modalities: parts and formats, organizational patterns, politeness strategies
Examine the sender's voice for clarity of purpose and meaning: diction, style, tone and register, point of view, sentence structure
Examine how ethics is established in transmitting informal and formal correspondences across modalities.
Identify one's purpose and meaning in writing letters.
Compose a letter of complaint.
Revise for coherence and cohesion.
Edit for consistency of diction, style, tone and register, point of view, and grammar.
Send correspondences to communicate with and respond to senders within the bounds of ethics.
Term 3
17 competenciesThe learners demonstrate their multiliteracies and communicative competence in evaluating informational texts (academic text: literature review) for clarity of meaning, purpose, and target audience as a foundation for publishing original informational texts.
The learners analyze the style, form, and features of informational texts (literature review); evaluate informational texts for clarity of meaning, purpose, and target audience; and compose and publish original multimodal informational texts (literature review) using appropriate forms and structures that represent their meaning, purpose, and target audience.
Examine text structures for clarity of meaning and purpose: academic texts: literature review
Examine linguistic features as tools to achieve organizational efficiency in informational texts: diction and style, transition devices, sentence structure and function
Analyze the use of discipline-specific words, voice, technical terms in research, and conceptual, operational, and expanded definition of words.
Extract significant information.
Analyze supporting evidence to validate assertions and counterclaims: factual knowledge
Draw inferences and conclusions to formulate sound judgment: author's purpose and meaning; target audience
Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, summarizing
Synthesize significant information.
Identify the text type appropriate for one's topic, purpose, and target audience.
Organize significant information using various technique.
Determine one's thesis as the central idea of the paper.
Compose the informational text based on the chosen text type.
Apply multimodal elements appropriate to the chosen text delivery/ies.
Revise the text for coherence.
Revise the text for cohesion: diction, syntax, and style.
Edit the text for textual consistency.
Publish a multimodal informational text for one's purpose and target audience: literature review.