Principled Open minded

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1 JULY GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC : THOMAS HARDY, THE SON S VETO JULIUS CAESAR-ACT I AOI Human Ingenuity Significant concept- General: overview of the Victorian/Elizabethan age and Thomas Hardy and Shakespeare Specific: Parental discipline is necessary for comprehensive character - 1. Appreciate narrative viewpoint, including particular characteristics of first and third person narrators 2. Appreciate the writer s use of structure, including foreshadowing and parallelism in the plotting 3. Explore the difference between novels and short stories 4. Empathise with characters, appreciating what motivates them 5. Explore s in character and the way they are portrayed as 6. Explore ways in which relationships 7. Explore how dialogue is used to 8. Appreciate the interplay of 9. Explore the story s thematic CRITERIA C Style and Language Principled Open minded Focus on Organization, Collaboration, Communication, Transfer, Information Literacy, Connected to - Human Sciences, Movies/Drama

2 10. Appreciate expression of ideas 11. Engage with the twists and turning- points of narratives and appreciate the build-up of suspense and creation of tension 12. Respond to mood and changes of mood, including comedy, tragedy, irony, pathos 13. Analyse the writer at work : the way s/he uses language to create particular effects, e.g. diction, irony, recurrent imagery, symbolism 14. Appreciate the con of significant episodes within the overall 15. Be aware of the historical, social and cultural cons as illuminated by the Answer a recap quiz about Shakespeare; Read and discuss the significance of the opening scene Experience acting for themselves: e.g. role play, hot-seating, improvisation Engage with the build-up of interest and tension Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play MYP Unit Question - what is the role of parents in inculcating emotional security?

3 AUG GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S- KATHERINE MANSFIELD, HER FIRST BALL JULIUS CAESAR, ACT 2 THOMAS HARDY-NEUTRAL TONES [POEM] AOI-Environments SIGNIFICANT CONCEPT- Retain the ability to review, evaluate and analyse. 1. Empathise with characters, appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play CRITERIA C Style and Language Communicator Focus on Organization, Collaboration, Communication, Transfer, Information Literacy, Connected to Human Sciences, Movies/Drama

4 1. Enjoy poetry as a vehicle for: personal reflection expression of emotion exploration of ideas 2.Enjoy reading poems aloud 3. Appreciate poetic effects. 4. Explore the use of diction: e.g. the connotations of words, appeal to the senses 5. Appreciate imagery and its contribution to poetic effect 6. Respond to tone and changes of tone 7. Explore the contribution of a poem s structure to its overall effect 8. Explore different layers of meaning 9. Appreciate ambiguity and ambivalence in poetry 10. Understand that there are alternative interpretations 11. Build confidence in producing informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 12. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- What are our expectations from life? SEPT GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S: V.S. PRITCHETT, THE FLY IN THE OINTMENT JULIUS CAESAR, ACT 3 THOMAS HARDY- I LOOK INTO MY GLASS [POEM] CRITERIA A Content CRITERIA B Organisation Inquirer, Knowledgeable, Thinker, Communicator, Open- Minded, Focus on Organization, Collaboration, Communication, Transfer, Connected to- Psychology, Movies/Drama

5 AOI-Environments SIGNIFICANT CONCEPTSthe intensity/complexity of relationships betrayal and its aftermath 1. Empathise with characters, appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Through role plays, discussions and debates, evaluate the politics in Julius Caesar. 3. Draw parallels to contemporary political ideologies and scenario 1.Enjoy poetry as a vehicle for: personal reflection expression of emotion exploration of ideas 2. Enjoy reading poems aloud 3. Appreciate poetic effects: 4. Explore the use of diction: e.g. the CRITERIA C Style and Language Principled. Information Literacy,

6 connotations of words, appeal to the senses 5. Appreciate imagery and its contribution to poetic effect 6. Respond to tone and changes of tone 7. Explore the contribution of a poem s structure to its overall effect 8. Appreciate ambiguity and ambivalence in poetry 9. Understand that there are alternative interpretations 10. Build confidence in producing informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 11. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- To what extent should we respect our parents? To what extent can murder be justified? OCT GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S: P.G. WODEHOUSE, THE CUSTODY OF THE PUMPKIN JULIUS CAESAR, ACT 4 THOMAS HARDY- DRUMMER HODGE [POEM] AOI-Environments SIGNIFICANT CONCEPTS- Retain the ability to review, evaluate and analyse. CRITERIA A Content CRITERIA C Style and Language Inquirer, Knowledgeable, Thinker, Communicator, Open- Minded Focus on Organization, Collaboration, Communication, Transfer, Information Literacy, Connected to- Human Sciences, Movies/Drama

7 1. Empathise with characters, appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy poetry as a vehicle for: personal reflection expression of emotion exploration of ideas 2. Enjoy reading poems aloud 3. Appreciate poetic effects: 4. Explore the use of diction: e.g. the connotations of words, appeal to the senses 5. Appreciate imagery and its

8 contribution to poetic effect 6. Respond to tone and changes of tone 7. Explore the contribution of a poem s structure to its overall effect 8. Explore different layers of meaning 9. Appreciate ambiguity and ambivalence in poetry 10. Understand that there are alternative interpretations 11. Build confidence in producing informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 12. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- Why is humour important? To what extent is choice important in shaping character? NOV GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S: GRAHAM GREENE, THE DESTRUCTORS JULIUS CAESAR, ACT 4 THOMAS HARDY- THE DARKLING THRUSH [POEM] AOI-Health and Social education SIGNIFICANT CONCEPTSyouth is curious and often fearless politics breeds distrust 1. Empathise with characters, Criteria C - Style and Language Communicator Focus on Thinking, Connected to- Drama

9 appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy reading poems aloud 2. Appreciate poetic effects: 3. Explore the use of diction: e.g. the connotations of words, appeal to the senses 4. Appreciate imagery and its contribution to poetic effect 5. Respond to tone and changes of tone 6. Explore the contribution of a poem s structure to its overall effect 7. Appreciate ambiguity and ambivalence in poetry

10 8. Produce informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 9. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- What is conscience? DEC GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S : R.K. NARAYAN, A HORSE AND TWO GOATS JULIUS CAESAR, ACT 5 THOMAS HARDY- ON THE DEPARTURE PLATFORM [POEM] AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Ability to review, evaluate, analyse 1. Empathise with characters, appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic CRITERIA A Content CRITERIA B Organisation CRITERIA C Style and Language Inquirer, Knowledgeable, Thinker, Communicator, Open-Minded, Principled. Focus on Organization, Collaboration, Communication, Transfer, Thinking, Connected to- Drama

11 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy reading poems aloud 2. Appreciate poetic effects: 3. Explore the use of diction: e.g. the connotations of words, appeal to the senses 4. Appreciate imagery and its contribution to poetic effect 5. Respond to tone and changes of tone 6. Explore the contribution of a poem s structure to its overall effect 7. Appreciate ambiguity and ambivalence in poetry 8. Produce informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 9. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- 1. Why is humour necessary? Who is a true leader?

12 JAN GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S : TED HUGHES, THE RAIN HORSE JULIUS CAESAR: REVISION [THEMES] THOMAS HARDY- THE VOICE[POEM] AOI- Environments SIGNIFICANT CONCEPTS- Ability to review, evaluate, analyse. 1. Empathise with characters, appreciating what motivates them 2. Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy reading poems aloud 2. Appreciate poetic effects: CRITERIA C Style and language Communicator Focus on Organization, Collaboration, Communication, Transfer, Information Literacy, Connected to- Drama Music

13 3. Explore the use of diction: e.g. the connotations of words, appeal to the senses 4. Appreciate imagery and its contribution to poetic effect 5. Respond to tone and changes of tone 6. Explore the contribution of a poem s structure to its overall effect 7. Appreciate ambiguity and ambivalence in poetry 8. Produce informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 9. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- 1. How does death affect the living? 2. Who is a true leader? FEB GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S MORRIS LURIE, MY GREATEST AMBITION JULIUS CAESAR: REVISION [STRUCTURE] THOMAS HARDY- THE PINE PLANTERS [POEM] AOI- Environments SIGNIFICANT CONCEPTS- Complexity of relationships Ability to review, evaluate, analyse. 1. Empathise with characters, appreciating what motivates them 2. Explore s in character CRITERIA A Content CRITERIA B Organisation CRITERIA C Style and Language Inquirer, Knowledgeable, Thinker, Communicator, Open-Minded, Principled. Focus on Organization, Collaboration, Communication, Transfer, Information Literacy, Connected to- Drama

14 and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy reading poems aloud 2. Appreciate poetic effects: 3. Explore the use of diction: e.g. the connotations of words, appeal to the senses 4. Appreciate imagery and its contribution to poetic effect 5. Respond to tone and changes of tone 6. Explore the contribution of a poem s structure to its overall effect 7. Appreciate ambiguity and ambivalence in poetry 8. Produce informed personal responses to the poems they read, giving brief

15 ual support and precise analytical comment on poetic effect 9, Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- To what extent should parental approval shape our ambitions? What are our expectations from life? MARCH GRADE 9 (LANGUAGE A - ENGLISH) OBJECTIVE LEARNER PROFILE ATL INTERDISCIPLINARY TOPIC/S : AHDAF SOUEIF, SANDPIPER JULIUS CAESAR: REVISION [MONOLGUES] THOMAS HARDY- THE GOING [POEM] AOI- Environments SIGNIFICANT CONCEPTS- Love is a complex emotion Ability to review, evaluate, analyse. 1. Empathise with characters, appreciating what motivates them 2 Explore s in character and the way they are portrayed as 3. Explore ways in which relationships 4. Explore how dialogue is used to 5. Appreciate the interplay of 6. Explore the story s thematic 1. Experience acting for themselves: CRITERIA A Content CRITERIA B Organisation CRITERIA C Style and Language Inquirer, Knowledgeable, Thinker, Communicator, Open-Minded, Principled. Focus on Organization, collaboration, Communication, Transfer, Information literacy, Connected to- Drama

16 e.g. role play, hot-seating, improvisation 2. Engage with the build-up of interest and tension 3. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play 1. Enjoy reading poems aloud 2. Appreciate poetic effects: 3. Explore the use of diction: e.g. the connotations of words, appeal to the senses 4.Appreciate imagery and its contribution to poetic effect 5. Respond to tone and changes of tone 6. Explore the contribution of a poem s structure to its overall effect 7. Appreciate ambiguity and ambivalence in poetry 8. Produce informed personal responses to the poems they read, giving brief ual support and precise analytical comment on poetic effect 9. Be aware of the historical, social and cultural cons as illuminated by the MYP Unit Question- What are our expectations from life?

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