Page 1

Acknowledgments

The Quality Assurance and Development Services of the Ministry of Education (MoE) in collaboration
with The Belize Association of Principals of Secondary Schools (BAPSS) and members of the
Language Arts Team of writers developed the Core Language Arts Curriculum with input from other
stakeholders.

THE ENGLISH LANGUAGE CURRICULUM TEAM

Laura Baptist Joy Elliott Loretta Soutar Elva Perez Alcoser

(Team Leader) VP/English English Language Teacher English Language Teacher English Language Teacher
Edward P. Yorke High School O.W. Technical High School Gwen Lizarraga High School Corozal Community College

Sofia Vasquez Dr. Corinth Lewis

English Language Teacher Consultant
Corozal Community College QADS

FRAME WORK/REVIEW COMMITTEE

Deryck Satchwell Glendora Guy Silvana Woods Salome Tillett
Anglican Cathedral College Toledo Community College Kriol Gyal Prodokshans St. Catherine Academy

Alice Castillo
St. Catherine Academy

EDITORS

Gilda Tucker Melba Marin Velasquez Brenda Armstrong

Wesley College Sacred heart College Wesley College

CURRICULUM DEVELOPMENT UNIT

Nelson Longswrorth Shannon Gillett-Solis Ines Paquil Fiona Stephenson
Director Curriculum Officer Curriculum Officer Curriculum Consultant
QADS QADS QADS QADS

PRODUCTION

Shalwah Berry Shermaine Dawson Jason Thompson Karen Froyce Corina Augustine
Desktop Publisher Desktop Publisher Master Printer Collator Collator

Gratitude is extended to Edward P. Yorke High School for the use of its facilities.

Lower Secondary Core Curriculum

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Table Of Contents

1. Introduction ………………………………………………………...…………... Pg. 5

Purpose of the Resource Guide…………………………………………...………... Pg. 5
Intended Audience…………………………………………………………...……..Pg. 6
Organization of the Resource Guide…………………………………………...…... Pg. 6

2. An Overview…………………...…………………………………………………...... Pg. 7
Introduction……...………………………………………………………….. Pg. 7
The Vision…………………………………………………………..……………... Pg. 7
National Secondary School Philosophy……………………………………………. Pg. 8

3. First and Second Form Core Curriculum ……………..……….……………Pg. 9

Language Arts Syllabus………………………………………………………….. Pg. 9
Speaking…………………………………………………………………… Pg. 10
Listening…………………………………………………………………… Pg. 18
Viewing…………………………………………………………………….. Pg. 34
Reading…………………………………………………………………….. Pg. 44
Writing……………………………………………………………………... Pg. 66
Integration…………………………………………………………………………. Pg. 86
Developing a Unit…………………………………………………………………. Pg. 88
Criteria for evaluating students’ reading…………………………………………. Pg. 90
Criteria for evaluating students’ writing…………………………………………. Pg. 92
Criteria for evaluating students’ viewing…………………………………………. Pg. 94
Criteria for evaluating students’ listening…………………………………………. Pg. 94
Criteria for evaluating students’ speaking…………………………………………. Pg. 96
Authentic Assessment ……………….……………………………………………. Pg. 98
Sample Assessment Summary…...……………………………………………….... Pg. 99
Appendix…………………………..………………………………………………. Pg. 92
Glossary of terms…………………………………………………………....Pg. 101
Online Teacher Resources ………………………………………………….Pg. 102
Standards for Secondary Education—English ……………………………...Pg. 103

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1. Introduction

The Ministry of Education has continuously been engaged in educational reform. In the late 1980s,
curriculum, instruction, assessment, preparation and certification of professional educators, and staff
development have all received consideration and have undergone substantial restructuring to improve
the effectiveness of educational opportunities for students enrolled in schools. One of the most recent
efforts has been the development of the Comprehensive National Curriculum for primary schools. The
CNC provides curriculum units of work for all compulsory subjects. Extending the need for
consistency in standards at the secondary level has prompted the development of a lower secondary
core curriculum. This curriculum provides the basis for defining essential knowledge and skills and
these have implications for instruction, assessment, staff development, and educator preparation.

The Language Arts Lower Secondary Core Curriculum was prepared by a combined effort of both the
Ministry of Education and The Belize Association of Principals of Secondary Schools. The document
should be helpful in pointing to decisions that need to be made, work that needs to be completed, and
materials that need to be developed. It is intended to be a general and flexible guide, not a detailed
blueprint. The Language Arts Core Curriculum does set some parameters for lower secondary
education, but educational leaders who use the guide will find that there is ample opportunity to
address the unique context of their institution or environment in which they exist.

The developers of this document hope that it, along with additional material, will serve as a useful
resource as teachers and schools continue to work toward the full implementation of their curriculum.
This resource is designed to:
• Introduce the context in which planning for student learning occurs
• Introduce concepts/topics/themes as springboards for student learning for students in forms 1
and 2
• Provide suggestions of strategies for teaching, learning and assessment for addressing a range
of student needs
• Provide a list of references, including teacher and student resources, to support student learning
and achievement within the curriculum.

By using this guide teachers will gain:

• An increased understanding of what knowledge, skills and attitudes students are expected to
learn in each core subject area at forms 1 and 2.
• An increased appreciation of the curriculum - the knowledge, skills and attitudes expected of
students in these two forms
• A heightened awareness of the importance of deliberately planning for student learning and
growth.

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This specific core document was prepared with instructional leaders in mind, particularly those who
devote much of their time to the improvement of curriculum, instruction, and assessment in Language
Arts at the secondary level. English Language supervisors and specialists, secondary program
coordinators, and English department heads should find this specific core document helpful in carrying
out much of the work for which they are responsible. Pre Service educators who are responsible for
preparing future secondary school teachers and administrators for their careers in education should also
find this guide a useful resource.

Teachers of Language Arts at the secondary level should use this specific core document as their main
guide in planning their instruction. The materials presented are only suggestions, but can be
implemented as is or modified to meet the needs of students.

The guide is organized to provide a general background on the Language Arts lower secondary core
curriculum and to facilitate curriculum development as well as professional development for classroom
teachers. The guide includes the following sections:

Chapter 2 presents an overview of the Lower Secondary Core Curriculum. It revisits the Core
Curriculum development process and includes the essential learning outcomes to be achieved by all
students.

Chapter 3 contains the recommended core curriculum for lower secondary. It defines the topics,
objectives and content for both Year 1 and Year 2. Included are examples and suggested teaching/
learning strategies. It also provides suggestions on how Language Arts can best be taught.
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2. An Overview

The national policy of education in Belize is rooted in a

philosophic orientation, which sees education as the lifelong acquisition of knowledge, skills and
attitudes required for full personal development and for active participation in society. Embedded
in this orientation are several fundamental principles, which guide decisions about the substance
and process of education.
1. Education should ensure that the learner learns to learn and be able to cope in a
changing world.
2. The learner should be respected, be viewed as a unique individual, and teaching and
learning should focus on what is good for the individual.
3. Education should aim at preparing the learner to be productive and to interact
harmoniously in the social and physical environment.
The learner has the potential for intellectual, physical, social, emotional and spiritual development,
and artistic creativity and expression. Therefore, teaching and learning experiences must promote
all aspects of the child’s development as embodied in the National Goals of Education. (Extracted

We Envision a National Secondary School System:

· Where every student in every school is held to high expectations and provided the tools to
achieve them.

· Where hard work is encouraged and achievement is rewarded, and high national standards are
maintained.

· Where a challenging curriculum, excellent teaching, and a rigorous national assessment system
ensure that every high school graduate has the knowledge and skills essential for further study
or entry point employment.

· Where principals and teachers get the help they need to create a culture of planning, so that
each school will have the opportunity and autonomy to develop, implement, and self monitor
school performance improvement plans, that are in consonance with their individual needs, the
Handbook Of Policies And Procedures For School Services, and other policies of the
Government of Belize and the Ministry of Education.

· Where government officials, church leaders, educators, parents, and members of the larger
community, are committed to excellence, equity, and life long learning for themselves as well
as for all our children.

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Belize is a multi-ethnic, multi-cultural, multi-lingual society. Education is fundamental to the

overall development of Belize and one of the greatest safeguards of the freedom of our people, and
the best guarantee of our spiritual, social, political, and economic well being. While it is true that the
Secondary education of the past served its recipients well, it must also be remembered that the
secondary education at that time was geared to meet the needs of the top ten percent of the nation’s
children. Today Secondary Education in Belize must be prepared to meet the needs and abilities of
all our children. The future of education in Belize demands a philosophy of education that
emphasizes the need to be relevant, accessible, and equitable to each individual in the process of
his/her secondary schooling.
The following belief statements are the collective efforts of the principals and representatives of
secondary schools throughout the nation of Belize.
We believe that:
· Every child is entitled to a secondary education that will prepare him/her for life-long
learning and active participation in the development of Belize and in a changing global
environment.
· Every child is capable of learning and has potential that should be developed to the
maximum. Educators must build on this assumption.
· Each child is equally valued, regardless of race, gender, political affiliation, religious belief,
ethnicity, intellectual and physical ability or disability, and economic status.
· Each child is unique and develops in his or her own way.
· Secondary education in Belize should be relevant, equitable, and accessible to all, and
should provide curricular arrangements and choices that ensure that cultural, ethnic, and
gender needs are appropriately addressed.
· Secondary education in Belize must labor to develop a spiritually, morally, physically,
intellectually, emotionally, and ethnically sound individual.
· Secondary school students vary in natural ability. Secondary schools in Belize should
therefore, provide opportunities and programs which are adapted to varying abilities, which
provide opportunities for students to develop differing personal and socially useful talents
and which will help students achieve the highest possible standards.
· Secondary education is a shared venture which involves management, parents, and students
as well as state, church, businesses, and the wider community. In brief the well-being of the
child can best be served by maintaining a strong partnership between the school and all these
relevant stakeholders.
· Secondary education exists to provide opportunities for the holistic development of
students through the fostering of national pride and global awareness, the developing of
positive attitudes and good work ethics, the exemplifying and fostering of caring and
supportive community values, including the nurturing and sustaining of our natural
resources on the planet earth.
· Educators should use the opportunities afforded by information technology in a reflective
process for research, and applications that will lead to more effective teaching and better
learning strategies.
· The educational system in Belize should be served by professional women and men who
are guided in educational operations by a set of professional ethics, that are in alignment
with enduring principles about education in general and its relationship to the development
of the national community of Belize, and the global relationships in our world.
· Our system of education should humanize and serve a free and democratic Belize.
Prepared by BAPSS 2002
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3. First & Second Form Core Curriculum

The pages that follow outline the syllabus for the first two years of the High School language Arts
Programme. This includes Concepts for the Five Language skills of Speaking, Listening, Viewing,
Reading and Writing. To support these concepts are related Objectives; the objectives are followed by
Teaching/Learning Strategies that provide suggestions for ways in which the objectives can be
achieved. Some Topics are provided, where these are seen as appropriate, to assist in giving direction
in the process of working towards achievement of the objectives; these, in turn, are followed by
Assessment Strategies that can be used to measure students’ achievement of the objectives. As
teachers you will need to make adjustments, where necessary, to meet the needs of your students.

Each page of the syllabus consists of a statement of content, which is arranged, in columns.

Column 1: Lists the concepts as organizational headings for you, the teacher. However, it is
anticipated that students may acquire an understanding of these concepts as they
develop proficiency in language use throughout their high school experience.

Column 2: Lists the skills to be developed in Form 1 and Form 2. It is expected that in Form 2 the
level of skill development will expand or extend ability that has been developed in
Form 1.

Column 3: Lists examples of Teaching Strategies/Activities that can be used to facilitate student
acquisition of the skills identified in column 2.

Column 4: Lists some Assessment Strategies that can be used to evaluate and/or record student
level of acquisition of the skills identified in column 2.

In cases where the skills have been extended across both columns (indicated by ), it is expected that
as teachers, you will help students to increase in language proficiency from Form 1 to Form 2 even
though varying levels of proficiency have not been specified. Indicate areas where skills are
addressed at the Form 1 level ONLY.

It is not intended that, as teachers, you should start at the beginning of the statement of content for each
concept, and teach all skills in the order in which they are presented. Rather, the skills may be grouped
in various ways to support the approach that you, as the teacher, adopt.

During Form 1, you will need to adapt the syllabus to provide continuity with the primary years and to
allow students the opportunity to consolidate their language skills.

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SECONDARY CORE CURRICULUM

LANGUAGE ARTS CONTENT
SPEAKING

CONCEPTS FORM 1 FORM 2

SPEAKING Students should be able to:

1. Exploratory talk Clarify their own thinking by expressing their thoughts orally; to share
has an important their ideas, and to accommodate those of others
function in the
process of learning. Extend through talk, their understanding of ideas (work from familiar ideas
to acquire new ones)

Use talk to prepare for reading and in personal and critical response to
literature .

Speculate on personal and vicarious experiences through talk

Generate and explore ideas, organize information for writing and revise
and edit their material through exploratory talk

Discuss increasingly abstract and complex issues

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SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Asking questions Students’ comfort in sharing
information using standard
Testing hypothesis English

Testing alternative questions Student facility in using

standard English during oral
Scenario using topics from subjects presentations and group
such as Biology, Social Studies, process
History etc.

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CONCEPTS FORM 1 FORM 2

SPEAKING Students should be able to:

2. Effective communication
in small group discussion recognize obvious factors which impair group discussions such as
is an essential part of straying off topic, interruptions, one person dominating the
learning and language discussion.
development.
develop increasing proficiency in dealing with factors which impair
group discussion as the discussion proceeds.

recognize the various functions of group members, such as leader

and recorder, and become increasingly proficient in each function

observe the courtesies of group discussion such as speaking in turn

and using appropriate tone

contribute positively to small group discussion by advancing the

ideas and thinking of the group

demonstrate increasing competence with group processes, such as

staying on topic, extending the ideas of others, paraphrasing, and
working toward a consensus or a decision

demonstrate increasing proficiency in shaping and organizing ideas

in order to share such things as group conclusions, news, ideas or
dialogue with a larger audience

assess their own contributions of the group process

evaluate contributions to the group process, such as member

effectiveness, quality of the contribution and ability to reach
consensus; make suggestions for increasing the effectiveness of
the group’s communications such as learning how to disagree, how
to introduce a new ides, how to extend someone else’s idea.
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SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Group discussion after having Anecdotal notes
defined member roles
Teachers checklist to
Scenarios (cooperative Learning) assess group work

Dilemmas (see glossary) Peer Evaluation using

a form
Interesting Topics using newspapers
and other subject topics Conferencing (see
glossary)
Presentations
Panel discussion

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CONCEPTS FORM 1 FORM 2

SPEAKING Students should be able to:

3. Communication calls for formulate ideas and seek information

appropriate language, tone
non-verbal behavior to suit converse with peers and adults on familiar and/or instructional
the audience, occasions or subjects in a variety of settings including informal, small group,
purpose. whole class discussions

recognize and understand that their language changes continually

as they have new ideas and purposes for communication, such as
new words in the language resulting from computer technology
and slang expression
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SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Interview Checklist

Presentation Compare other

Presentations
Record students’ Presentation
Evaluate Peer/ Self
Video recorded Presentation

Guest Speaker Evaluate Speakers

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CONCEPTS FORM 1 FORM 2

Students should be able to:
SPEAKING
increase their confidence in speaking on familiar topics,
4. The ability to speak easily extemporaneously, in prepared oral readings of appropriate poetry
and effectively when and prose selections, and in giving prepared talks from notes or
presenting is an essential memory
communication skill.
demonstrate increased confidence when sharing an oral
interpretation of a literature selection with a partner for enjoyment

express thoughts clearly when presenting orally to an increasing

variety of audiences such as their own class, another class, parent
groups or teaching staff for a variety of purposes such as to
entertain, to explain, or to persuade. These should include a variety
of forms such as impromptu speech, oral presentation of a poem,
choral reading, reader’s theatre or debate

use appropriate vocabulary, voice production factors such as

volume, tempo and pitch, and non-verbal factors such as gestures
and eye contact to communicate meaning and mood effectively

develop competence in speaking to classroom groups to convey

thoughts, feelings, and information

develop compatibility between words, quality of voice and body

language
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SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Listen to and participate in drama Checklist
Presentation Advertisement
Differentiate the type of
Listen to music, discuss the instrument heard.
contents, lyrics, instrument Identify each by name

Dictation—Cloze, Partial Discriminate sounds

heard
Listen to different sounds in the
environment

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SECONDARY CORE CURRICULUM

LANGUAGE ARTS CONTENT
LISTENING

CONCEPTS FORM 1 FORM 2

LISTENING Students should be able to:

1. Listening is an active understand that the construction of meaning is a personal process

process that involves affected by prior experience and knowledge, personal feelings and
constructing meaning. attitudes, and expectations related to the speaker and the anticipated
message. Your background will better prepare you to get
maximum results from what you will hear.

understand what listeners attend to and give meaning to aural

stimuli including words, vocal cues such as inflections, and non-
linguistic sounds

understand that visual stimuli are frequently present in listening

situations, such as when viewing a film or watching a speaker.
These provide important clues to meaning.

use and develop strategies for increasing attention span and

attending to/and getting meaning from the message in listening
situations:
• organize, in sequence, details that are heard
• evaluate what is heard via different media

Dictogloss: Read for general information. Read again what students write. Put in groups to put together the entire
passage.
Close Dictogloss etc. part of speech
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SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Prepare students for listening Checklist

Listen for a purpose Compare students’

performance when they listen
Brainstorm topic to a talk on a topic they knew
versus an unfamiliar topic.
Listen to recorded information –
pay attention Answer questions correctly
1. sequence of events.
2. character’s goal/s Carry out instructions
3. feeling appropriately
4. main ideas etc.
Look for students’ ability to
Dictation (open and closed) critique or evaluate oral
presentation supporting their
Dictogloss position with relevant evidence
from the speech.

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CONCEPTS FORM 1 FORM 2

LISTENING Students should be able to:

1. Listening is an Active predict meaning based on factors such as knowledge of the speaker,
process that involves the subject and identify discernible organizational patterns used by
constructing meaning the speaker
(cont’d.)
respond appropriately to the speaker and the message:
• be able to answer questions correctly
• be able to carry out all instructions given

express personal responses to a message received aurally e.g. write,

speak, draw

recall, clarify, organize and consolidate meaning for themselves,

and, where appropriate, share responses with others in speech,
writing, drawing, dramatizing, or other media

learn and use strategies for active listening – for enjoyment

learn and use strategies for critical listening – to analyze what is

being said (play to compare)

pinpoint verbal clues that indicate a shift in position or main point

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SUGGESTED TEACHING STRATEGIES/
SUGGESTED ASSESSMENT STRATEGIES
ACTIVITIES

Presentation by Picture dictation – students demonstrate

1. Politicians proficiency in using oral cues to replicate
2. guest speakers from different the stimulus being described orally
organizations
Students demonstrate proficiency in
Tape an interview and have students write a filling in original words (which they
report know) into an instrumental version of the
song
Debate

Listen to Advertisement – identify the Following a listening activity, write a

product, words used to describe it summary of what was heard e.g. song,
short speech, recitation of a short
Listen to Political talks, argument any selection etc.
presentation that required comparison or
evaluation

Listen to a song and express the same ideas in

poems of their own

After repeated (2 or 3 times) readings of a

poem, divide class in groups and have them
develop questions to which they would like to
get answers – questions can be put on the
board and thrown open for discussion

Play games e.g. “Simon says..” or the game

“Bingo” (words) using words instead.

Tape a list of instructions and have students

follow and watch for desired result. Use
Chemical experiment, a recipe, math
equation/problem, geographical pattern ,as in
mapping etc.

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CONCEPTS FORM 1 FORM 2

LISTENING Students should be able to:

2. Effective listening understand that listeners play different roles depending on the
involves consideration nature of the situation, functioning both informally (in casual
of the context of the conversations and many individual appreciative listening
listening situation. situations) and more formally (in small task-oriented groups and
public audiences), funeral, graduation, concert (behavior)

understand that verbal and non-verbal factors, such as language

choice, pronunciation voice inflexion, voice quality, gestures, eye
contact, environmental sounds, coherence in the message, dress
and personal appearance, and feedback, may act as either barriers
or facilitators to listening comprehension

listen for verbal cues that add emphasis or indicate the speaker’s
position or subject

understand that differences exist in speech style, depending on

whether the language used is spontaneous (small group discussion
situations, etc.) or written language read aloud (stories, poems,
reader’s theatre, etc.)

recognize that appropriate variation in language use depends on

situation, purpose and audience

understand that verbal (word choice, tone of voice, loudness etc.)

and non-verbal cues (eye contact, facial expression, gestures, etc.)
provide information regarding the relationships between speakers
in both formal and informal language situations

attend to the influence of the electronic media in everyday life and

be sensitive to the effect the media can have on the listener

listen to and identify punctuation marks

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SUGGESTED TEACHING SUGGESTED ASSESSMENT
STRATEGIES/ ACTIVITIES STRATEGIES

Play a funeral hymn, etc. Check for students’ reaction

Small group discussion situation, Check to see if students could

stories, poems, “Readers and identify whether the audience
Theatre” is suitable for each scenario

Record Compare the language spoken,

• casual conversation tone of voice, etc.
• graduation speech
• convention presentation
• lecture, etc. Create own radio play with
inserts to produce required
sound effects such as the
Listen to songs, poems, radio opening and closing of a door,
plays, taped sections of soap breaking glass, a scuffle etc.
operas etc. as springboards for
discussion to present views –
writing activity can be a follow-
up

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CONCEPTS FORM 1 FORM 2

LISTENING Students should be able to:

3. Appropriate listening establish a purpose for the listening situation

strategies are essential to
effective listening. understand that listeners have responsibilities such as setting
aside biases, concentrating on the messages, overcoming
emotional barriers, screening out irrelevant information, and
attempting to understand another’s point of view. Listen with an
open mind

develop strategies for increasing attention span

identify main ideas of the message as a whole:

• copy information and take notes dictated
• relate events/stories in own words

increase listening vocabulary through exposure to a wide variety

of challenging listening experiences

use cues such as title, repetition, summary statement, and

changes in rate, volume, body movement to identify ideas which
the speaker is stressing
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SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Listen to recordings of discussions/ Listen to an advertisement.
debates/ information sharing on various Students will write answers to
topics : Advertisement, Music, Dress predetermined questions.
Code, Dating, Discipline, Video Games,
Social & Environmental Issues, etc. Proficiency in focusing on
previous information to build on
Dictation with a purpose a story being developed orally
- use dictation to focus on specific
problems of pronunciation e.g. use
a number of sentences that contain
minimal pair distinctions e.g.
pepper/ paper, and between
homophones e.g. board/bored
- use dictation to help students identify
the nature and location of stops and
other formatting elements e.g.
paragraphing – dictate a Letter

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CONCEPTS FORM 1 FORM 2

LISTENING
Students should be able to:
3. Appropriate listening
strategies are essential to become more adept at determining the meaning from context
effective listening. (cont’d.) clues in the verbal message; purpose of listening

remember information presented through the use of appropriate

strategies such as webbing, structured overviews, mnemonics,
mental reviewing, note-taking and paraphrasing

recognize the relationship between the verbal message of a

speaker, and the vocal cues (pitch, volume, rate, tone, etc.) and
non-verbal behaviors (distance, body position, facial expression,
gestures, etc.) provided by the speaker to determine if these cues
and behaviors reinforce or contradict the message:
• imitate the syntax of model speakers
• imitate the intonation of model speakers
 Page 25

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES

Read or Record stories, passages,

excepts, etc. Listen to an advertisement.
Students will write answers to
Students listen to two versions of a predetermined questions.
story, or two accounts of an event
(e.g. an accident) and identify Proficiency in focusing on
points of differences previous information to build on a
story being developed orally
Extracting Information:
- Students listen to a talk and write
down the main points, or students
can be provided with the main points
and required to sequence them based
on how they are addressed by the
speaker

Predictive listening
- Short dialogue is read aloud sentence
by sentence; students requested to
interpret the sentences and predict
what they think will follow

Lower Secondary Core Curriculum

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CONCEPTS FORM 1 FORM 2

LISTENING Students should be able to:

3. Appropriate listening appreciate the speaker’s style or characteristic way of using

strategies are essential to language such as word choice or syntax, to achieve a desired effect
effective listening.
(cont’d.) distinguish between fact and opinion

recognize that words can have different meanings in different

contexts

understand that emotional appeals such as needs for friends,

independence, personal enjoyment, are used as persuasive devices
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SUGGESTED TEACHING STRATEGIES/ ACTIVITIES SUGGESTED ASSESSMENT STRATEGIES

Translating aural information into written form Role play

Note taking skills Dictation

Have students write and present scenarios such as dating; Writing a short dialogue based on
others will listen and explain why the girl gave in easily or topic discussed
why was she hesitant to agree
Identify whether statements made are
Listen to and view a documentary film and give their factual or opinions following a
views on it listening activity e.g. radio
programme, article read aloud
Listen to two versions of an incident and identify which is
more factual and which is mostly opinion Identify statements heard as factual,
persuasive etc.
Students listen to a short conversation or extract from a
long conversation, which provides very few clues about
what the speakers are talking about. Students decide who
the speakers are, where they are, what they are talking
about and, possibly, what will happen next.

Use overhead projector to provide visual stimuli

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CONCEPTS FORM 1 FORM 2

Students should be able to:
LISTENING
express personal responses to an oral message in writing, speaking,
4. Increased drawing, dramatizing or other modes of expression
comprehension and
appreciation can result express, appreciate and share with increasing sensitivity,
from responding to the thoughtfulness, fluency and self-reliance, their personal
listening situation. understanding of the message; their association of the message with
their own experiences; and their beliefs, attitudes and feelings
related to the message

compare personal understanding of the message with that of others

obtain additional information or clarification of points by asking

relevant questions

evaluate received ideas on the basis of given criteria

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SUGGESTED TEACHING STRATEGIES/

SUGGESTED ASSESSMENT STRATEGIES
ACTIVITIES
In many other activities there will Evaluate students’ proficiency in being
be other opportunities to able to identify contradictions through
demonstrate these skills. listening to stimuli – story, factual piece of
writing being read, speech being made etc.
Listen to Guest Speakers with Student responses may be written or
different messages. Put students in shared orally.
groups to exchange what they
understood. Paraphrase a selection that is read aloud:
poem, factual piece, fable, proverb etc.
Paraphrasing Skills

Role Play situations that students

encounter at home, school, or in
the community

Lower Secondary Core Curriculum

Page 30

CONCEPTS FORM 1 FORM 2

Students should be able to:
LISTENING
experience and appreciate the pleasure of listening to language in its
5. Listening for pleasure various forms, such as conversation, songs, speeches, poetry, plays
involves sensitivity to and and stories
appreciation of what is
heard. take pleasure in the power and beauty of well chosen words, and in
the rhythm and flow of language in its various forms

understand that appreciative language involves obtaining sensory

impressions, stimulation or enjoyment through listening to the
experiences and works of others; interpreting non-verbal, spoken or
musical language and relating that language to past experiences

understand that careful, sensitive listening to a variety of literary

forms and language patterns can increase proficiency in reading and
writing, and help develop appreciation of Belize’s literary heritage

appreciate and be tolerant of the many forms and accents used in the
speaking of English because of the many ethnic groups of peoples
and the cosmopolitan visitors that live in and visit our country

develop the ability to understand and appreciate one’s own response

to what is heard

develop willingness to listen appreciatively to new types of

presentations in new situations.
 Page 31

SUGGESTED TEACHING
SUGGESTED ASSESSMENT STRATEGIES
STRATEGIES/ ACTIVITIES

Listen to music and talk Question students about the pleasure

about it – video with suitable they got from each recording and why
Humor Comedian
Students make their own recording of
Play Belizean Stories, a poem, dialogue or advertisement to
Poems, Music and discuss meet certain requirements of aural
them quality e.g. a dialogue using dialect,
an advertisement using jingles, a
short play with sound effects e.g. door
Students write and listen to slamming, people eating – sound of
each others’ poems, and knives and forks etc.
analyze the pieces critically
Create an anthology on desktop
publishing and do a reading for lower
forms

Have creative students illustrate work

and explain the illustrations

Lower Secondary Core Curriculum

Page 32

SECONDARY CORE CURRICULUM

LANGUAGE ARTS CONTENT
VIEWING

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

1. Effective viewing recognize and discuss the importance of visual media in their
depends upon the active personal lives for extending experience, imparting information and
involvement of the viewer. providing enjoyment

apply background knowledge and experience in order to understand

and respond to visual messages

understand, evaluate and appreciate ideas received visually from an

increasingly wide variety of materials such as photographs, art,
television, drama

identify and understand the purposes, message and intended

audience of visual communication

understand that individual elements in the visual message (facial

expressions, status symbols, colours, etc.) strongly affect the
message

understand that the structure of the visual message (angle,

composition, sequence, etc.) strongly affect the visual message
 Page 33

SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Use pictures, slogans, To evaluate viewing students
cartoons, television will need to speak or write –
programs, news, e.g. write their own dialogue
advertisements, school and dramatize
banners etc, to stimulate
discussion, dialogue and role
play – e.g. photograph
showing two or more persons
engaged in emotionally
charged exchange

Facilitate discussion of the

situation eliciting ideas from
students and providing input
to build appropriate
vocabulary. Facilitate
dialogue writing in pairs or
small group; dramatize their
creation.

Lower Secondary Core Curriculum

Page 34

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

1. Effective viewing develop, organize and present a variety of visual messages, using
depends upon the active media such as photographs, collage, film, slides, video tapes,
involvement of the viewer. illustrated texts (CT), comics and cartoons, dramatizations, models,
(cont’d.) diorama

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

2. Visual communications
possess distinctive elements understand that individual elements in the visual message (facial
and structures which may expression, status symbols, colours, etc.) strongly affect the message
affect meaning.
 Page 35

SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Slogan To evaluate viewing students
will need to speak or write
Cartoon
Show students a short movie.
Television Programs Create specific focus areas by
giving each group something
News to look for during viewing.
Later, carry out discussion.
Advertisement

School Banner

SUGGESTED TEACHING SUGGESTED ASSESSMENT

STRATEGIES/ ACTIVITIES STRATEGIES
Slogans To evaluate viewing, students
will need to speak or write in
Cartoons response to visual stimuli

Television Programs ( recreate Have students do pantomimes

a television show) of specific situations.

Newscasts Create a newspaper using a

novel that the class is
Television/Newspaper/Public currently reading.
Advertisements

School Banner

Lower Secondary Core Curriculum

Page 36

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

3. Visual communication understand that visual presentations are a way of receiving

is similar in many ways to communication and can serve as a stimulus for other language arts
forms of oral and written activities such as speaking, writing and reading
communication.
develop increasing ability to compare and contrast, verbal and
visual forms of expressed thought such as stories, dramas, novels,
poetry, films, cartoons and advertising

create, with increasing competence, a visual message from a verbal

message, such as making a poster presentation of a poem or
warning, creating an advertisement or a book jacket for a novel or
story, using CT to create a visual presentation on a topic, a video
production of short story, storyboarding episodes of a story, or
building a model

recognize the difference between fact and fantasy in media

portrayal of everyday life
 Page 37

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Illustration Creation of collages by
students to portray self-
Visual Aids selected topics. Collages used
to facilitate class discussion
Power Point Presentations
Demonstrate proficiency in
Film using simulated or live
situations to identify and
Collect photographs, drawings, develop questions using
cutouts from magazines etc. – make interview protocols
a collage which can be used to:
present a topic from a variety of Use information from text to
perspectives, allowing for the create caricatures of characters
addressing of areas of contrasts and/ encountered
or controversy etc. – changes in
customs such as dress, how local
vendors ply their trade etc. – discuss
the advantages and disadvantages of
these differences their vies on the
“how” and “why” of them.

Lower Secondary Core Curriculum

Page 38

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

4. The viewer must be aware of the influence of the media in everyday life and how the
evaluate the apparent media affects them in their views, attitudes and actions towards
reality created in media others (role, sex, or age stereotypes, generalizations based on ethnic
products. or religious origins, etc.)

assess the quality of contribution of individual elements in the

visual communication

assess the quality of contribution of the combined elements to the

visual communication

understand that the structure of the visual message (composition,

angle, sequence etc.) strongly affects the visual message

understand the contribution of the structure of the visual message to

the total meaning of the visual message

evaluate the contribution of the structure of the visual message to

the total meaning of the visual message

develop, organize and present a variety of visual messages, using

media such as photographs, collages, film, slides, video tapes,
illustrated texts, comics and cartoons, dramatizations, models,
dioramas
 Page 39

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Collect photographs, drawings, cutouts
from magazines etc. – make a collage Use information from text to
which can be used to: present a topic create caricatures of characters
from a variety of perspectives, allowing encountered
for the addressing of areas of contrasts (cont’d.)
and/or controversy etc. – changes in
customs such as dress, how local
vendors ply their trade etc. – discuss the
advantages and disadvantages of these
differences their vies on the “how” and
“why” of them. (cont’d.)

Lower Secondary Core Curriculum

Page 40

CONCEPTS FORM 1 FORM 2

VIEWING Students should be able to:

4. Critical viewing is an
develop and increase ability to observe subtle aspects of the visual
important life skill.
message which enhance its impact

discuss emotions, facts and opinions, include techniques used to

express them visually

discuss propaganda and advertising techniques expressed visually

interpret and evaluate, with increasing competence, their own

visual message and the visual message of others

understand that, where appropriate, literary terms referring to

setting, plot and character development can be used to discuss and
interpret video productions and film
 Page 41

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES
Teacher can create topic cards using Check for facial expression
pictures which are provided to students to that it suits your audience
work with in groups – questions aimed at
stimulating discussion linked to dominant Evaluation of stories produced
issues or themes in the pictures are posed in response to topic cards

Pictures are used as stimulus for writing Proficiency in writing

activities – e.g. (a) Picture of a cruise ship biographies written using topic
– write an advertisement cards with faces
(b) Picture of an accident – write a report
for the police or a newspaper Evaluation of advertisements,
Use movie or documentary to discuss reports, dialogues, etc. written
conflict or propaganda in response to visual stimuli

Use pictures of faces as stimulus, ask

students to decide:
- the person’s age
- the person’s nationality
- the person’s martial status?
- the person’s occupation
- the person’s interests/hobbies
- emotions shown
Use to discuss issues within a national context
and using grammatical structures being
developed e.g. may/might/could/must

Lower Secondary Core Curriculum

Page 42

SECONDARY CORE CURRICULUM

LANGUAGE ARTS CONTENT
READING

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE
Students should be able to:
1. Reading is an active process
that involves the reader in the differentiate between forms of writing or literary patterns while
construction of meaning. reading the text

relate personal experiences and their knowledge of language and

literature to each reading selection and become more and more
aware that what they already know and their attitudes, affect what
they will understand

use and develop strategies for getting meaning from text that will
enable them to predict, sample and confirm or correct their
predictions as they read meaningful passages

clarify, organize and condense meaning for themselves and where

appropriate, share with others
 Page 43

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES
Finding meanings through The Short Story Reading Comprehension
context
Context Clues Inserting key words in
Using context clues sentences
Story Themes Use graphic organizers to
Predicting outcomes of novels discuss elements of the
or short stories Prediction Maps Short Story
Use newspaper headlines
Changing endings to create a short story

Lower Secondary Core Curriculum

Page 44

CONCEPTS FORM 1 FORM 2

READING/ Students should be able to:

LITERATURE

1. Reading is an active process Generate questions, which might be answered by reading a

that involves the reader in particular selection and read for the purpose of having their
the construction of questions answered
meaning. (cont’d.)
Increase the range of vocabulary for fuller and better
comprehension through selection and understanding of unfamiliar
words prior to the reading activity

Use known words to develop new relationships among words

Label conceptual relationships based on personal experience

 Page 45

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Finding meanings through The Short Story Reading

context Comprehension
Context Clues
Using context clues Inserting key words in
Story Themes sentences
Predicting outcomes of novels
or short stories Prediction Maps Use passage / topics from
other subject texts for
Changing endings comprehension

Lower Secondary Core Curriculum

Page 46

CONCEPTS FORM 1 FORM 2

READING/ Students should be able to:

LITERATURE
Recognize that participation in a variety of pre-reading activities
such as reflection, discussion, viewing, listening, drawing or
2. Appropriate pre-reading dramatizing, related to a reading selection can aid comprehension
strategies can assist of the selection
readers to understand
what they are reading. Determine with assistance if necessary, their purpose for reading a
particular selection, and understand that setting a purpose for
reading aids comprehension

Adopt an appropriate position toward the text depending on

whether their focus is on getting information from the text or
reading from pleasure
 Page 47

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Using the library to find suitable Storytelling Presenting a story to the

novel class
Vocabulary Building
Book talking (teacher talks about Discussion of issues
the plot of a novel without Comprehension relevant to the reading
revealing the ending. Use novels activity
that are available at the school’s Newspaper
library) Journal writing in
anticipation of what will be
Researching issues relevant to read.
the novel

Vocabulary Maps

QAR (Question Answer

Relationships)

Generate ideas/information prior

to the reading activity through
methods such as brainstorming
and focused questions

Lower Secondary Core Curriculum

Page 48

CONCEPTS FORM 1 FORM 2

READING/ Students should be able to:
LITERATURE
Anticipate meaning through prediction of the intention, content,
2. Appropriate pre-reading and structure of a selection, based on their previous experiences,
strategies can assist knowledge of language and literature, and format cues such as title,
readers to understand pictures, charts and forms of various written material
what they are reading.
(cont’d.) Generate questions which might be answered by reading a
particular selection and read for the purpose of having their
questions answered..

Understand words selected from the reading activity to enhance

comprehension when reading

Use known words to develop new relationships among words

Label conceptual relationships based on personal experience

 Page 49

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Using the library to find suitable

novel Storytelling Presenting a story to the class
using graphic organizer
Book talking (teacher talks about Vocabulary Building
the plot of a novel without Short story writing
revealing the ending. Use novels Comprehension
that are available at the school’s Paragraph writing on current
library) Newspaper issues / or issues encountered in
other subject areas
Researching issues relevant to the
novel Reading Comprehension

Vocabulary Maps Journal writing

QAR (Question Answer

Relationships)

Generate ideas/information prior

to the reading activity through
methods such as brainstorming
and focused questions

Lower Secondary Core Curriculum

Page 50

CONCEPTS FORM 1 FORM 2

READING/ Students should be able to:

LITERATURE
practice using cues provided by the author (graphic, pictures,
3. Selection of appropriate italics, bold etc.] syntactic, semantic), the teacher’s help and their
strategies during reading own prior knowledge to infer the author’s intended meaning and to
can help readers to construct personal meaning
understand what they are
reading. use format cues such as headings, italicized or boldfaced type,
graphs, pictures or charts to help organize information

make connections between the text and through remembering their

own experiences, mental imagery and comparison

demonstrate awareness of their own reading processes and check

their understanding to see if it makes sense

monitor their own progress towards understanding the text, know

when they are experiencing lapses in comprehension, and initiate
strategies to rectify their difficulties
 Page 51

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Guided Imagery exercises

Visual Clues Writing Questions
Drawing images on paper
Vocabulary Building Using idiomatic expressions

Dictation
Using Connotation and
Reading Comprehension
Denotation
Reading Comprehension

Surveys/ Research on Research Projects

Answering Explicit and
author, setting, theme.
Implicit Questions
Cut stories/ passages into
strips and distribute to
groups to analyze/discuss
Triple Read Outline (read
for different purposes)
Read a play and act it out

Directed Reading-Thinking
Activity

Question-Generation
Strategy

Lower Secondary Core Curriculum

Page 52

CONCEPTS FORM 1 FORM 2

READING/ Students should be able to:

LITERATURE

3. Selection of appropriate
strategies during reading ask appropriate questions about different kinds of text such as
can help readers to poems, newspapers, recipes, graphs, technical manuals, stories,
understand what they are and novels, and read to find relevant answers
reading.
(cont’d.) use their understanding of a text and background information to
help identify words and expand reading vocabulary

construct relationships among the parts of the text by using cues to

meaning, such as the hierarchical relationships represented by
headings, main ideas and summaries or knowledge of story
 Page 53

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Visual Clues
Guided Imagery exercises
Writing Questions
Vocabulary Building
Drawing images on paper
Using idiomatic expressions
Reading Comprehension
Using Connotation and
Dictation
Denotation
Surveys/ Research on
author, setting, theme. Reading Comprehension
Answering Explicit and Implicit
Questions
Research Projects

Give individuals a short

Triple Read Outline (read for
passage on unfamiliar topic
different purposes)
and have them teach / present
to the class
Directed Reading-Thinking
Activity

Question-Generation Strategy

Lower Secondary Core Curriculum

Page 54

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE Students should be able to:

4. Reading comprehension recognize and respond to the effect that a literature selection has
and decisions about the upon them, and demonstrate with teacher assistance, a growing
significance of a literary understanding of the reasons for a literature selection having a
work require an particular effect
understanding of the
author’s purpose, an ability Make inferences based upon personal experiences and information
to infer and evaluate and in the text about the literal meaning of the selection, such as: What
some knowledge of literary will happen next? And why? How will characters behave, and why?
traditions and techniques.
Evaluate, through personal response, the effect that a literary
selection has upon them, and with teacher and peer assistance, be
prepared to present reasons for their evaluation

Recognize literal and figurative statements in literature

 Page 55

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES
Identifying elements
Story Maps Elements of fiction of fiction

Journal Writing Literary genres Paragraph writing on

particular elements of
Belizean guest speakers for local Poetry/ fiction
novels, short stories and poems literary
devices Identifying literary
Prediction Maps devices such as
similes, metaphors,
alliteration,
personification

Constructing
Examples of literary
devices

Journal writing

Constructing poems
and short stories

Explain idioms, proverbs,

colloquialisms, from
different ethnic groups

Lower Secondary Core Curriculum

Page 56

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE Students should be able to:

5. Appreciation of Literature appreciate, and become increasingly thoughtful and aware of the
becomes heightened by differences between prose and poetry, fiction and non-fiction, and
some understanding of understand the purpose for each
form, structure, and
literary style. identify the physical and social setting, when relevant to
understanding a selection, and begin to recognize the relationship of
setting to character and action

understand that their enjoyment and appreciation of narrative form

can be enhanced by an awareness of conflict and the type of
conflict used in plot development

understand the flow of actions or events in the short story, novel,

play and other narrative forms.

read and discuss a wide variety of types of poetry

recognize with teacher assistance, some differences in style such as

rhythm of language, figurative language, point of view among
various authors

increase appreciation of literature by using selections as sources of

models for writing
 Page 57

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Using short poems Poetry Poetry reading

Map reading/Models of maps of Map reading Finding favourite poems

setting
Rhyme Scheme patterns Constructing examples of
Types of conflict (internal, figurative language
external, individual vs. individual, Poetry
individual vs. society, individual Identifying rhyme scheme
vs. nature) Map reading in poems

Story Maps Rhyme Scheme patterns Using pictures as

inspiration to construct
Figurative language poems

Incorporating the arts like Poetry reading

drawing, and creating models of
characters and caricatures Finding favorite poems

Using Rhyming jingles to Constructing examples of

establish rhyme scheme patterns figurative language

Figurative language Identifying rhyme scheme

in poems
Incorporating the arts like
drawing, and creating models of
characters and caricatures

Using Rhyming jingles to

establish rhyme scheme patterns

Lower Secondary Core Curriculum

Page 58

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE Students should be able to:

6. Human attitudes and Recognize central and minor characters and discuss their actions
values can be explored and motives
through a study of the
characters found in Discuss their personal response to the actions, values and motives
literature. of characters and provide support for their responses based on
personal experience and information from the text

Demonstrate increasing proficiency in comparing and contrasting

character similarities and differences

Describe the appearance, language, actions, mannerisms and

obvious traits of characters met in literature
 Page 59

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Character Log Characterization Character descriptions

Character Sketches Character description

charts
Drawing of characters
Role playing
Role playing through
dramatization using proper voice Hot Seating
inflections, intonation and
gestures Acting out the novel

Using stage directions

Lower Secondary Core Curriculum

Page 60

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE Students should be able to:

7. Locating, selecting and Demonstrate ability to use different kinds of inquiry strategies such
evaluating information are as brainstorming possible areas of investigation, formulating and
important life skills. classifying questions, identifying potential sources of information

Demonstrate increasing proficiency in scanning to locate

information quickly from varied sources, such as table of contents,
chapter headings, italics

Demonstrate increasing proficiency in gathering, evaluating and

organizing information to fulfill their purposes from learning
resource centers such as the school and public libraries, individuals,
databanks, the internet and appropriate CD-Roms
 Page 61

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES
Produce research reports
that demonstrate student’s
Using the Belizean libraries to Poetry reading ability to use more than one
find information on local poets, source of information
novelists and short story writers Storytelling
Student acknowledges
Research using media source material when this is
Using the internet to research
and internet used
local and international writers and
poets
Mass Media (television, Source material is
newspaper, internet, synthesized and
Guest speakers
radio, Human Resources) reconstructed and not
plagiarized
Discussion of issues relevant to
novels and poems
Student accesses library
books efficiently using the
Reading newspapers
Dewey system
Discussion on Current Affairs
Student selects material
appropriate to the Research
requirements

Lower Secondary Core Curriculum

Page 62

CONCEPTS FORM 1 FORM 2

READING/
LITERATURE Students should be able to:

7. Locating, selecting and Understand the importance of reading in their personal lives, for
evaluating information are building on their own experiences, exploring and thinking about
important life skills. life, gaining information about their world, and understanding their
(cont’d.) own cultural and linguistic backgrounds by reading materials which
represent the ethnic mix of the Belizean society

Self-select materials, both fiction and non-fiction, for personal

satisfaction

Begin or sustain, with peer and adult assistance, if necessary, an

interest in reading personally-selected fiction and non-fiction books
in the classroom and at home
 Page 63

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES
Produce research reports
that demonstrate
student’s ability to use
Using the Belizean libraries for Poetry reading more than one source of
local poets, novelists and short information
story writers Storytelling
Student acknowledges
Research using media source material when this
Using the internet to research
and internet is used
local and international writers and
poets
Mass Media (television, Source material is
newspaper, internet, synthesized and
Guest speakers
radio, Human Resources) reconstructed and not
plagiarized
Discussion of issues relevant to
novels and poems
Student accesses library
books efficiently using
Reading newspapers
the Dewey system
Discussion on Current Affairs
Student selects material
appropriate to the
Research requirements

Lower Secondary Core Curriculum

Page 64

SECONDARY CORE CURRICULUM

LANGUAGE ARTS CONTENT
WRITING

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

1. In the writing process
appropriate pre-writing generate ideas for writing through a variety of techniques such as
strategies can assist a relating personal experiences
writer to discover and
express ideas. identify a topic with a view to selecting ideas appropriate for their
writing

develop the ability to adopt a particular role, audience, format,

topic, and purpose when writing

recognize when ideas need to be added, expanded or extended

CONCEPTS FORM 1 FORM 2

WRITING
Students should be able to:
2. Every language has its
grammar; knowledge and use a variety of sentence structures
understanding of and
proficiency in its use is Apply the rules of grammar to writing
important for writing to be
effective. Grammar components:
- singular/plural
- Subject/verb
- Simple, Continuous and Perfect Tense
- Parts of Speech
- Comparing Adjectives and Adverbs
- Types of pronouns/functions
- Parts of a sentence
- Prepositional Phrases
 Page 65

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Brainstorming Free writing Students choose

their best entry
Webbing Using a Journal/ diary and share orally
with class
Mapping Interviewing students

Reading logs Free verse poetry

Clustering

Group work using stimulus

Newspaper advertisements

SUGGESTED TEACHING SUGGESTED ASSESSMENTST

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Simple tense
Cloze activities Continuous tense Cloze activities
Sentence building Subject/verb agreement Sentence building
Tense shifts Passive voice Tense shifts
Substitution drills Unusual construction Substitution drills
Games e.g. Games
Unfinished sentences “There is….” Unfinished sentences
“Here is..…” Sentence strips

Lower Secondary Core Curriculum

Page 66

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

3. Writing a variety of well

structured sentences is write a variety of simple sentences
essential for effective
writing expand simple sentences into compound and complex sentences

use proper connectives to show relationship between ideas

 Page 67

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

use ‘block building’ method; e.g.

The boy ran Use of a variety of
Kinds of sentences: sentences in written work
How? The boy ran swiftly. - simple – long and short
- compound sentences to achieve
Where? The boy ran swiftly down the - complex desired effect.
street. Etc.

Lower Secondary Core Curriculum

Page 68

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

use appropriate techniques for the beginning or introduction to their
4. Appropriate organization writing, such as writing a topic sentence, taking a point of view in
and development of ideas relation to the topic.
in paragraph writing are
essential qualities of demonstrate ability to unify their writing by using related ideas in
effective writing appropriate order

use transitional words effectively to add cohesion to their writing

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

5. Writing different types of use descriptive details to develop a paragraph or description

paragraphs using various
methods of development use adjectives, adverbs, specific nouns, pronouns to create sensory
enhances skill in writing images
for various purposes.
develop a working vocabulary of words to describe dramatic event,
words of movement, sounds and smells when writing a narrative
paragraph or story

write clear and effective expositions such as simple directions,

explanations, using appropriate details such as reasons, examples,
comparisons, facts and statistics
 Page 69

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Sentence scramble (group work) Paragraph writing: Write a paragraph:

- topic - topic sentence
Parallel writing sentence - organization of
- development ideas
Analyze different paragraph of topic - use of transitions
samples sentence - concluding
- use of sentence
Paragraph scramble: students transitional
identify sample sentences and words
rearrange ideas

Use cloze exercise and students

provide the missing transitional
word

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Build a word bank of words Types of paragraphs Students substitute general

that describe what you use, - Descriptive words for more specific and
hear, smell, taste, feel. Words - Narrative concrete words in
to describe movement, people- - Expository description
use charades - Persuasive Write a descriptive poem at
least six lines)
Bring in samples of different Write a short paragraph or
paragraphs description (100-125 words)
Write a short narrative
Use of objects, pictures, paragraph
cassettes Write a skit and present

Language experience activity-

field trip

Use poems-poems can be based

on field trip

Lower Secondary Core Curriculum

Page 70

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

5. Writing different types of write simple persuasive paragraphs expressing views on a variety
paragraphs using various of issues making use of simple persuasive devices such as
methods of development rhetorical questions, emotive words, personal appeal
enhances skill in writing
for various purposes.
(cont’d)
 Page 71

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Description of missing person Types of paragraphs Use picture frames

- Descriptive
Strip-story: research or write - Narrative Use comic strips
legends fables folk tales - Expository
- Persuasive Give directions and draw
Round-robin writing a map

Predict a story-ending or Write a persuasive

alternative ending paragraph

Role play giving directions to a Write an advertisement

tourist
Write a letter
Use of maps
Demonstrate how to do
Demonstrate and explain how to something
make something and then write it

Curiosity list-ask why?

Questions-students research
(interview and write an
investigative report)

Answer questions-why?

Persuade a friend to do
something

Lower Secondary Core Curriculum

Page 72

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

6. Letter writing is still an use appropriate format in letter writing

important means of
communicating with write letters for a variety of occasions such as: social notes,
friends, family, teachers invitations, thank you, apology, sympathy and friendly letters
etc.
write a formal letter of complaint and request

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

7. Poetry fulfills a common

need in all people to differentiate between poetry and prose
express their human
emotions or emotional identify and use rhythm and rhyme
response to some scene or
idea, experience or differentiate and use literal and figurative language
relationship.
identify poet’s purpose in writing
 Page 73

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Use comprehension exercise or Letter Writing Folder of the

literature as a springboard for - Format different kinds of
letter writing e.g. write the thank - Social letters
you letter Shane wrote to the notes
Starretts - Complaint
- Request
Exchange friendly letters with
another class or school

Invite a guest speaker and ask for

information

Write complaint letters to relevant

authorities on such topics as
crime, deforestation, noise
pollution

SUGGESTED TEACHING SUGGESTED ASSESSMENTST

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Write poems using the style of Poetry Writing Write several poems on
Haiku, Cinquain, Limerick, and - difference different topics and compile
free verse between an anthology of different
poetry and poems
Set a poem to music-using rap, prose
reggae, dub, calypso etc. - rhythm/rhyme Read a poem and let other
- literal/ students beat out the rhythm
Share students’ favourite poems figurative on desks
- simile, Place poems on long strips
metaphor, of papers, decorate and
personification, laminate to be used as
onomatopoeia, bookmarks
alliteration Play Treasure Hunt and have
- purpose in students write clues in
writing poetry form

Lower Secondary Core Curriculum

Page 74

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

8. Effective editing involves review writing carefully to ensure it addresses the writer’s intention
revision for the purpose of
evaluating ideas and identify and remove with teacher’s assistance irrelevant or
further shaping of the unnecessary ideas
composition.
identify and add with teacher’s assistance which needs to be
included

demonstrate an increasing control of the conventions of written

language

edit, with some assistance, for correctness of expression, especially

proof reading for errors in sentence structure, punctuation,
capitalization, grammar usage and spelling

use transitional devices and key words in order to achieve cohesion

produce a finished draft when required, suitable for sharing with

others such as teachers, peers and other audiences or for
publication through school newspapers, anthologies or addition to
classroom or school resources
 Page 75

SUGGESTED TEACHING SUGGESTED ASSESSMENT

TOPICS
STRATEGIES/ ACTIVITIES STRATEGIES

Evidence of editing in the

peer editing Editing: completion of extended
writing assignments, use of
- review
publishing a class newspaper rubrics used in editing
writer’s
during peer editing
intention
publishing an anthology of (omissions, spelling and
- grammar
poems, short stories etc. for class - punctuation grammatical errors etc. sp.,
or school library - sentence gr., ∧ etc.)
structure

Lower Secondary Core Curriculum

Page 76

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

9. Competence and flexibility

in writing are developed develop increasing fluency through personal or exploratory writing
through a broad range of
writing experiences for a write for a variety of given audiences and purposes, in specified
variety of purposes, roles, adjusting their writing to suit each audience, purpose and role
audiences, formats, roles,
relationships. write in a variety of forms

demonstrate an ability to write from a single point of view from

the perspective of the student as writer

write clear and effective narration in a variety of prose and poetic

forms such as short story, poetry, play, newspaper article, letter,
presenting one major event in a straightforward and chronological
order, within an appropriate time frame

demonstrate increasing control over the use of conversation and

dialogue in writing

write clear and effective exposition such as simple directions,

explanations, letters, short reports, autobiographical sketches,
charts, announcements, and advertisement, emphasizing direct
experience and background knowledge as sources of information
 Page 77

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

TOPICS
ACTIVITIES STRATEGIES

Personal and
Students research literature identifying themes exploratory Produce a group
and issues relevant to Belizean culture and writing newsletter with a variety
traditions past and present. E.g.: of forms of writing, e.g.:
- Teenage Pregnancy – “Becka Lamb” Concepts 7 - 11 - short story
- Abuse – “Harriet’s Daughter” - poem
- Marriage Customs – “A Brighter Sun” - research article
- Traditions – “The Rocking Chair” in “Memories, - interview
Dreams and Nightmares” - sports article
- Legends of Belize - letter to the editor
- Folk Stories - editorial
Write from their own experiences - “How to..” article etc.

Use material from News Reports, Newspapers,

Magazines, Internet, Interviews etc. as stimuli
for writing activities

Students portray various themes and convey

messages using visual representations (e.g.
slogans, banners etc.)

Lower Secondary Core Curriculum

Page 78

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

10. Personal enjoyment and

satisfaction in writing are self-initiate writing from their own experiences for satisfaction and
developed through being enjoyment and if they desire, share them with others
involved with meaningful
writing experiences. receive personal satisfaction from assigned writing which relates to
the context of experiences and extends their intention to write

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

11. Writing to learn is as use writing to discover meaning as the writing progresses
important as learning to
write. use writing in all subject areas not only to demonstrate knowledge,
but also to discover what is known and to extend and clarify
knowledge
 Page 79

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

TOPICS
ACTIVITIES STRATEGIES
Scheduled class presentations-sharing of
selected pieces from personal writing
Provide opportunities for students to write for Students will select Monitor students’
pleasure – class magazine, class performance topics, themes or involvement in areas
period, class or school wide mini interest areas based on mentioned
competitions opportunities provided
Encourage students to participate in public
writing activities such as “essay”
competitions sponsored by NGOs and other
organizations
Encourage the establishment of “Pen Pals”
with students from other schools and/or other
countries
Writing articles to school and national
newspapers about issues of interest

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

TOPICS
ACTIVITIES STRATEGIES

Practice: friendly letters/social notes, business Provide a variety of Improvement in quality

letters, paragraph writing, narrative, opportunities for of writing skill using
expository, descriptive, persuasive, students to write, reference documents,
argumentative Encourage skill resource persons
development in areas Evidence of improved
such as “note taking”, skill in writing “across
collecting/recording the curriculum” –
data for research quality of note taking,
projects via performance on tests
interviews, primary involving expressing of
source material etc. ideas, opinions and
Accuracy in facts.
paraphrasing for
research projects

Lower Secondary Core Curriculum

Page 80

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

12. Modern technology Understand how modern technology such as computers and word
influences the writing act processors influence the drafting, revising, proofreading, editing
and publishing of written communication.

Develop increasing proficiency in the use of computer technology

during all stages of the writing process.

Complete written research projects using the internet and

appropriate C.D. Roms as source material.

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

13. In the writing process use the conventions of mechanics in writing capitalization, full
using the correct forms of stop, comma, apostrophe, exclamation mark, question mark,
punctuation aids and quotation marks, semicolon, colon, hyphen
clarifies meaning.
 Page 81

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

TOPICS
ACTIVITIES STRATEGIES

Provide release time for students to work on Greeting Cards Students demonstrate
projects using computers increasing, skill,
Banners/ Programmes sophistication and
Assign projects that are “computer friendly” for school festivals/ quality in writing
– where students can use their creativity in concerts etc. assignments
various forms of presentations and designs Use shading, Students demonstrate
e.g. project covers, graphics to support underlining, spell proficiency in use of
written assignments, encourage the use of check and the many computer technology
various “fonts” in presentations available computer and optimize use of
tools to enhance time in producing
Creative presentations for traditions/customs writing proficiency written assignments
observed – Christmas/Valentine/Easter and quality
celebrations etc.

SUGGESTED TEACHING STRATEGIES/ SUGGESTED ASSESSMENT

TOPICS
ACTIVITIES STRATEGIES

Make connections Evidence of awareness

Use current reading book to point out use of between punctuation of the use of
these marks and their everyday punctuation in work
writing and reading both for grading and for
Give sentences/passages to punctuate activities personal use.
Provide writing
Give passages to rewrite and fill in activities that allow
appropriate punctuation marks for reinforcement in
use of various
Call students to the board to punctuate given punctuation – e.g.
sentences poetry writing,
dialogue, expression
of emotion etc.

Lower Secondary Core Curriculum

Page 82

CONCEPTS FORM 1 FORM 2

WRITING Students should be able to:

14. Every language has its Use appropriate grammatical structures to report time, describe
own grammar which is action, to convey specific meaning.
essential for conveying,
through writing,
preciseness in meaning.
 Page 83

SUGGESTED TEACHING STRATEGIES/ TOPICS SUGGESTED ASSESSMENT

ACTIVITIES STRATEGIES

Practice using: Simple tense Multiple Choice Test

- Fill in the blanks
- Multiple choice Continuous tense Paragraph writing

Commentary on an event using the Subject/verb Cloze activities

appropriate tense agreement
Sentence building
Change a paragraph from simple Passive voice
present to past to future Tense shifts
Unusual construction
Write poems using grammatical e.g. Substitution drills
structures – “They have cut down the “There is….”
trees”?? “Here is..…” Games

Unfinished sentences

Create songs to aid memory

of sentence construction,
subject-verb agreement etc.

Lower Secondary Core Curriculum

Page 84

The main focus of integration of the language arts is to combine speaking, listening, viewing, writing
and reading for a communicative purpose, and not as ends to be practiced for their own sake. This is in
keeping with the National Goal for English Language, which is that citizens will be able to
“Communicate Proficiently in English”.

In identifying content for the High School Language Arts syllabus, statements have been made in the
areas of Speaking, Listening, Viewing, Writing and Reading/Literature. It is to be noted that in the last
area Reading/Literature, the Literature referred to here is not to be confused with the specific study of
Literature as a discrete subject which requires a syllabus all its own. Rather, it refers to the use of
Literature in learning the skill of reading; and its use as a springboard for facilitating the integration
and development of all the other language skills (speaking, listening, viewing and writing).

Each of the five areas – Speaking, Listening, Viewing, Writing and Reading – has its own
characteristics or elements that students need to master in order to maximize communication, but all
five areas share a common base in Language and are interrelated. The skills and concepts are grouped
simply for the convenience of describing the content. It is expected that, as the teacher, you will teach
these skills in an integrated fashion so that the interrelationships between and among these skills will
be understood and applied by the students.

When the language arts are integrated, i.e. listening, viewing, speaking, reading, and writing, it
provides students with a holistic view of the communicative function of language. This
communicative function is embedded in the National Curriculum of Belize as stated in the National
Goal for Language – “Communicate Proficiently in English”. Integration of the Language Arts
requires an approach, which allows, naturally, for these skills to be addressed, and in the process,
developed simultaneously. This is true in situations where new skills or sub-skills need to be taught
separately or where there is need to do remedial work with students in specific areas of weakness.
Integration is the most potent way of promoting effective language acquisition and use; in fact,
language is learnt naturally, through integration whether or not we actively plan for this to occur.
However, with active planning language learning for the student is enhanced.

Present practices encourage the segmentation of language instruction into areas such as grammar,
mechanics, composition writing, reading, comprehension etc. and in some cases they are rigidly time
tabled into slots for the entire term or year. The teaching of language structures without their
meaningful application has a tendency to result in content knowledge but limited facility in usage. Let
us consider the teaching of tense, in language, as an example. The traditional approach may involve
explaining the difference between past and present tense verbs, providing students with past and
present tense verbs to memorize, providing examples of the application of the two verb forms in
sentences and finally have students demonstrate skill acquisition through practice exercises using
sentences. When taught in this way, the use of the structures in a sustained and comprehensive context
is not addressed, since this focus is not on Writing but rather on grammar, in this case specifically
 Page 85

“tense”. The belief may be that in the end it will all come together, or perhaps, at some point, the parts
will be pulled together by someone, or by the student. This is one link that is often neglected since there is
no identified scheduling in this fragmented approach, for Putting Language Arts Together (PLAT).
A possible solution to the fragmented approach, where segmentation is used, is the ongoing collaboration
between teachers. For example, the writing teacher, in close collaboration with the grammar teacher could
incorporate the structures being taught in grammar into her/his writing activities.

Another approach to teaching the same structures, using the integrated approach to language learning is to
have students read texts in which these two tenses, past and present, predominate. The students after
ensuring understanding of the piece could determine the tense through the process of discovery, justifying
their conclusions in context – how the tense relates to the content of the piece. Such reading selections
would be selected based on factors such as student interest, themes, current events etc., students would
identify the use of these two tenses in meaningful contexts; these contexts could be stories, poems, plays,
expository text, biographies, advertisements, etc. Using this process, in this case in point, requires a
significant focus on reading to promote effective understanding of the verb form. Later, as supporting
activities, the students would construct their own pieces using these structures.

A sample Unit follows to illustrate how selected language skills could be taught over a three-week period;
the skills you select to teach will be dependent on the needs of your students, and the requirements of the
syllabus. Note that this is only an example, and in no way prescribes what you should do. With the
collaboration of the Mathematics, Physical Education, and Health teachers, if these are discrete subjects
taught in your school, and using an inter-disciplinary approach, students could be taught concepts, skills
and content that would be mutually reinforcing using a theme such as SPORTS. The theme “SPORTS” is
being used since, at the time of preparing this document, Football, Basketball and Track & Field were
topical (in the news), and are sports with which most, if not all, students are, to some extent, familiar.
Using sports as a theme is also likely to generate high levels of student interest. Topical themes that are
relevant and meaningful for young people make the most effective themes for teaching.

Lower Secondary Core Curriculum

Page 86

SPEAKING WRITING
Discuss sports played and watched Paragraph on “My Favourite Sport”
Chart and categorize sports terms Make a collection of sporting terms (Vocabulary book)
Recall and discuss personal experiences Personal response (Journal)
Use quotations from the story to support Concrete poem
interpretation Captions
Present orally Chart – qualities of a coach
Tell some sports jokes A report
A letter
Feature article

VIEWING LISTENING
Visual interpretation of the theme THEME Listen to the use of
Video, slides, TV programme SPORTS “onomatopoeia” and appreciate
of sporting events its effect in writing
Sports pictures – newspapers, Discuss theme Poem –
Interpret and develop Appropriate pre-reading and Guest speaker
descriptive captions reading strategies to assist News Articles on Radio and/or
Tableau of a poem readers TV or read aloud from
Effective use of visuals in a Locating, selecting, and Newspapers
presentation evaluating information storytelling
Effective communication

READING
Short Story: “Ossimo Plays Football”, In Nelsons Key Readers, Page
Poem:
Short Story:
Poem
Newspaper Excerpt
Poem:
Magazine Article:

SELECTING CONTENT/SKILLS TO BE TAUGHT DURING THE UNIT

What do teachers need to consider when using the curriculum to plan for student learning at the
classroom level?

Using the concepts and related Content identified for the five skills of Speaking, Listening, Viewing,
Writing and Reading in the core syllabus, you need to identify those elements of language and those
skills that are critical for you to teach first. Developing proficiency in these critical areas will likely be
key to other areas you will teach next. Once these areas have been identified you will need to
determine in what sequence you will teach them and the context you will use to do so. If you have
prepared a plan for the year this should provide you with a quick view of all the elements you want to
cover. Below, language skills to be covered in a four week Unit are identified, these are followed by
an Activities Chart using the theme SPORTS. The teacher has selected the following skills/elements to
teach her class for a four-week period:
 Page 87

READING:
COMPREHENSION
• Understand and enjoy the effects of language used in poetry – onomatopoeia, simile, metaphor
• Understand the use of language with specific functions i.e. “sports” – context – vocabulary
building (adjectives, adverbs, action verbs, explanatory words)

CRITICAL READING:
o Developing strategies to assist reading: illustrations, context clues etc.
o Evaluating the content of a piece of writing - sports articles,
o Identifying objective writing and bias (newspaper articles)
o Inferring meaning in articles, stories

ORAL READING
• Developing fluency in reading
o Poetry reading aloud
o Oral language skills – eye contact, voice projection

WRITING
• Letter Writing – Invitation (to guest speaker - sportsman or coach)
• Expository writing – Paragraph Writing
o Factual report on a game watched or played (TV, live),
o “My Favourite Sport”
• Response journal (daily)
• Short story writing

SPEAKING
• Poetry – choral speech
• Oral language skills:
Presentation of Reports using “cue cards”
o Eye contact
o Voice Projection
o Oral Expression

VIEWING
• Inferring messages in cartoons
• Visual Literacy
o Using cues and clues in a text to get meaning

LISTENING
• For information - Guest Speaker
• Discriminating sounds - Sound Collage – mimicking a sporting event
• Listening for pleasure - Stories and Poems being read, recited for pleasure
• Critical Listening—hear, understand, evaluate and assign meaning to message—

Lower Secondary Core Curriculum

Page 88

STANDARD V1 FORM 1

Selected Indicator: READING Selected Indicator: READING

Work at the Standard VI level shows Work at the Form 1 level shows that
that students can: students can:

§ Skim to get a general § Explain thoughts, feelings and

impression of characters, setting ideas about a selection
and plot or for facts § Skim to locate specific
§ Express thoughts feelings, and information in a selection, using
ideas about a selection format cues such as tables of
§ Paraphrase a selection contents, chapters, italicized type,
§ Identify main ideas and graphs, pictures or charts
supporting details in a selection § Outline main and related ideas in
§ Identify various language a piece of writing
structures – grammatical, § Express ideas or hypothesize
mechanical, format, genre, etc. about what they think after
§ Read a wide variety of literature reading a selection
§ Use good diction when reading § Identify and explain the theme of
orally a selection
§ Use context clues and cues to § Demonstrate insight into
enhance oral reading character’s actions and motives
§ Use context clues and cues
effectively when reading orally
 Page 89

FORM 2 FORM 3

Selected Indicator: READING Selected Indicator: READING

Work at the Form 2 level shows that Work at the Form 3 level shows that
students can: students can:

§ Relate personal beliefs to beliefs § Identify relevant terms and

expressed by an author information contained in various
§ Use context clues to gain sources
understanding of a selection § Relate personal and societal
§ Gain insight into a selection by values to values expressed in the
relating ideas to personal writing
experiences § Select appropriate information to
§ Understand the techniques used use in achieving a purpose
by an author to achieve certain § Interpret, analyse, and synthesize
effects information in order to produce
§ Use precise diction in reading a an insightful response
piece using context clues and
cues

Lower Secondary Core Curriculum

Page 90

STANDARD VI FORM 1

Selected Indicator: WRITING Selected Indicator: WRITING

Work at the Standard VI level Work at the Form1I level shows

shows that students can: that students can:

• Write from a single point of • Write from more than one point
view of view
• Write clearly and effectively to • Write clearly and effectively to
support a position support a position
• Emphasize direct experience • Select details carefully to create
and background as sources of a dominant impression
information for writing • Sustain reader’s interest
• Use various methods of • Use direct experience and
developing a piece of writing, imagination as sources of
such as reasons, examples, information for writing
sequence of events, time order, • Write concisely if brevity is a
space order dialogue, opinions, requirement
or comparisons
• Use transitional words and
• Concentrate on fluency and phrases to link ideas
length more than focus and
• Compose writing in which the
control
meaning is not obscured by
• Able to write in a variety of errors in punctuation and
styles and forms grammar
• Use rich descriptive vocabulary • Show evidence of proofreading
• Choose vocabulary appropriate for punctuation and grammar
to purpose (e.g. support an • Craft pieces of writing through
argument, develop an opinion, revision
explain events)
• Adapt and manipulate language
• Unify writing by using related to create particular effects
ideas in the appropriate order
• Effectively include an
• Prepare writing for publishing introduction, body and
conclusion in a piece of writing
 Page 91

FORM 2 FORM 3

Selected Indicator: WRITING Selected Indicator: WRITING

Work at the Form 2 level shows that Work at the Form 3 level shows that
students can: students can:

• Write from several points of view, • Create a dominant mood

and with sensitivity to more than one • Limit the content of the composition
perspective to relevant and important details
• Present information in a logical step- • Develop a thesis statement which
by-step manner by using subtle gives an overview of the information
transitional devices such as • Use sentence variety to create focus
synonyms or repetition and emphasis
• Link ideas by using participles (a • Use generally accurate and effective
verbal form used as an adjective) vocabulary to develop thesis idea
• Use forms and techniques that suit • Use images and figures of speech
the purpose of the assignment effectively
• Choose adjectives to achieve • Compose writing that is essentially
particular effects free in errors, punctuation, spelling
• Compose writing that is essentially and grammar
free from errors in punctuation, • Use a variety of strategies and
spelling and grammar resources to edit and revise their
• Use dictionary, and thesaurus own work and the work of others
independently to solve specific
problems with conventions
• Can distance themselves from their
writing

Lower Secondary Core Curriculum

Page 92

STANDARD VI FORM 1

Selected Indicator: Viewing Selected Indicator: Viewing

Observable traits of students at the Standard Observable traits of students at the

VI level show that they can: Form 1 level show that they can:

• Use personal strategies to maintain focus • Ask questions for clarification

• Offer appropriate feedback • Distinguish between fact and opin-
• Remember significant details ion
• Pay attention when others are speaking • Remember significant details
• Avoid distracting or interrupting others • Accurately complete simple tasks
• Distinguish between fact and opinion • Accurately explain an oral message
• Predict various outcomes

STANDARD VI FORM 1

Selected Indicator: Listening Selected Indicator: Listening

Observable traits of students at the Observable traits of students at the Form 1

Standard VI level show that they can: level show that they can:

• Describe and discuss message • Recognize motives of persuasive appeals

• Predict various outcomes • Evaluate the effect of verbal cues on the
• Generate questions related to mes- message
sage • Offer appropriate and effective feedback
• Use personal strategies to maintain • Assimilate knowledge from listening and
focus during visual presentations use it in a new context
• Complete simple viewing tasks • Support personal evaluation of message
• Ask questions for clarification • Accept appropriate criticism, disagree-
• Remember significant details ment, suggestions and compliments
• Pay attention when others are speak- •
ing • Accurately summarize others’ points of
• Avoid distracting or interrupting oth- view
ers
 Page 93

FORM 2 FORM 3

Selected Indicator: Viewing Selected Indicator: Viewing

Observable traits of students at the Form 2 Observable traits of students at the Form 3 level show
level show that they can: that they can:

• Evaluate the effect of verbal cues on the • Ask appropriate , focused and insightful questions
message to interpret the intent of the communication
• Select note taking techniques to record, • Generalize what has been presented for clarifica-
synthesize and retrieve information tion and understanding
• Accurately follow instructions that re- • Accept responsibility for active viewing
quire action over an extended period of • Demonstrate ability to manage internal and external
time distractions
• Recognize how verbal and non-verbal • Judge validity of ideas, argument, or hypothesis
cues work together • Suspend judgment until message is complete
• Accurately complete complex tasks

FORM 2 FORM 3

Selected Indicator: Listening Selected Indicator: Listening

Observable traits of students at the Form 2 Observable traits of students at the Form 3 level show
level show that they can: that they can:

• Select note taking techniques to record, syn- • Ask appropriate , focused and insightful questions to
thesize and retrieve information interpret the intent of the communication
• Determine main concept and supporting • Generalize what has been presented for clarification
details to analyze and evaluate messages and understanding
• Offer appropriate and effective responses • Accept responsibility for active listening
• Establish and maintain focus on audio mes- • Demonstrate ability to manage internal and external
sages distractions
• Relate verbal and nonverbal cues to prior • Distinguish between denotative and connotative
knowledge and experience meanings
• Accurately follow instructions that require • Recognize control of their own emotional responses
integrating information and adjusting for to material
specific situations • Suspend judgment until message is complete
• Accurately explain an oral message

Lower Secondary Core Curriculum

Page 94

STANDARD VI FORM 1

Selected Indicator: Speaking Selected Indicator: Speaking

Observable traits of students at the Observable traits of students at the

Standard VI level show that they Form 1 level show that they can:
can:
• Participate in oral presentations for
• Use repetition and summary defined purposes, such as im-
• Maintain focus on purpose, au- promptu speeches, informative,
dience and situation reports, narrative, demonstration
• Use appropriate pronunciation and persuasive speeches
and articulation • Adapt information presented ac-
• Use appropriate language that is cording to the purpose, audience,
clear and specific to the topic occasion and context
• Organize details in logical order • Initiate oral communication during
appropriate times and situations
• Describe different purposes for
using verbal and non-verbal be-
messages (to inform, persuade,
haviors
etc.)
• Develop thoughts using increasing
• Develop a message with an in-
complexity
troduction , supporting ideas,
and conclusion. • Use creative language such as
analogies, similes, idiom, etc.
• Respond to information
 Page 95

FORM 2 FORM 3

Selected Indicator: Speaking Selected Indicator: Speaking

Observable traits of students at the Form Observable traits of students at the Form
2 level show that they can: 3 level show that they can:

• Describe different characteristics of • Ask appropriate , focused and insight-

messages based on purpose ful questions to interpret the intent of
• Analyze context and occasion for the communication
messages • Generalize what has been presented
• Distinguish between denotative and for clarification and understanding
connotative meanings • Demonstrate ability to manage inter-
• Use vocabulary that is specific to the nal and external distractions
topic • Adapt to group dynamics by assum-
• Contribute relevant information to ing different roles
group discussions • Use appropriate means to communi-
• Show sensitivity to the feelings and cate feelings and resolve conflict
opinions of others through negotiations and compromise
• Use information that is relevant, accu-
rate and sufficient
• Use an extemporaneous manner of
delivery that creates speaker connec-
tion to the audience

Lower Secondary Core Curriculum

Page 96

Authentic Assessment
Effective assessments are embedded in the content, skills and perspectives of the curriculum; match the methods of instruction;
and measure whether a student has achieved the aims of the curriculum. With Authentic Assessment, students demonstrate
learning and meaningful application of essential knowledge and skills, but they also apply learning to a real world setting.
(Mueller) The table below includes some examples of authentic assessment. A sample Assessment and Evaluation Summary
is given on the following page. Teachers can use the summary to record student performance in various areas.

Assessment Description Advantages

Oral Interviews Teacher asks student • Informal and relaxed context

questions about personal • Conducted over successive days with each student
background, activities, • Record observations on an interview guide
readings, and interests
Story or Text Retelling Students retell main ideas • Student produces oral report
or selected details of text • Can be scored on content or language components
experienced through • Scored with rubric or rating scale
listening or reading • Can determine reading comprehension, reading
strategies, and language development
Writing Samples Students generate • Student produces written document
narrative, expository, • Can be scored on content or language components
persuasive, or reference • Scored with rubric or rating scale
paper • Can determine writing processes
Projects/ Exhibitions Students complete project • Students make formal presentation, written report, or
in content area, working both
individually or in pairs • Can observe oral and written products and thinking
skills
• Scored with rubric or rating scale
Experiments/ Students complete • Students make oral presentation, written report, or
Demonstrations experiment or both
demonstrate use of • Can observe oral and written products and thinking
materials skills
• Scored with rubric or rating scale
Constructed-Response Students respond in • Student produces written report
Items writing to open-ended • Usually scored on substantive information and
questions thinking skills
• Scored with rubric or rating scale
Teacher Observations Teacher observes student • Setting is classroom environment
attention, response to • Takes little time
instructional materials, or • Record observations with anecdotal notes or rating
interactions with other scales
students
Portfolios Focused collection of • Integrates information from a number of sources
student work to show • Gives overall picture of student performance and
progress over time learning
• Strong student involvement and commitment
• Calls for student self assessment
 Page 97
Sample Assessment and Evaluation Summary
P = Poor (1-59)
Student’s Name__________________________________________ A = Average (60 - 74)
Class: ____________________________________________________
Teacher: _________________________________________________ G = Good ( 75 - 90)
Unit: _____________________________________________________ E = Excellent ( 91 - 100)

Diagnostic Assessment (Process) P A G E Assessment (Product) Mark Weight

Comments
Speaking/ • Practices behaviour of an effective • Introduction of peer
Representing speaker • Prepared dramatic
• Practices effective group skills reading (monologue)
• Expresses point of view • Storyboard
appropriately • Grouptalk
• Summarizes main points and • Summary
evaluation of discussion • Other:
• Other :
Listening/ • Practices behaviours of good • Listening/viewing guide
Viewing listener (e.g. TQLR) • Notes
• Follows directions effectively • Listening/viewing self-
• Practices and effective note assessment
making strategy
• Analyzes own listening/ viewing
behaviours
Writing/ • Uses writing process • Paragraphs:
representing • Is aware of audience and purpose • Descriptive
• Organizes ideas appropriately • Narrative
• Actively revises own writing • Expository
• Edits and proofreads others’ • Persuasive
compositions • Letter
• Other: • News article
• Essay
• Script
• Peer editing checklist
Reading/ • Practices behaviours of an • Response log
viewing effective reader • Genre appreciations
• Maintains a complete response log • Poetry
• Summarizes information read • Film
• Identifies values and points of • Other
view in reading • Summary
• Other: • Quizzes
• Reading self-assessment:

Homework: Unit Test:

Attendance: Unit Mark/ Grade:

Adapted from Saskatchewan Department of Learning

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Page 98
APPENDIX

Abbreviations
Letter(s) or shortened word used instead of a full word or phrase
Accent
The features of pronunciation which indicates the regional or the social identity of a speaker
Agreement
The grammatical logic and coherence between parts of a sentence
Alliteration
The repetition of consonant sounds – usually at the beginning of words
Analogy
compares two things, which are alike in several respects, for the purpose of explaining or clarifying some unfamiliar or
difficult idea or object by showing how the idea or object is similar to some familiar one.
Assonance
The repetition of same vowel sounds. E.g Annie asked Andy for alimony. / The monster spoke in a low mellow tone.
Audience
The person or persons for whom a speech, a piece of writing, a drama, etc. is intended
Choral reading
A paired reading technique. The reading partner and a group of children read aloud together. The partner's voice
provides guidance to the children as needed
Cloze procedure
a test for diagnosing reading ability; words are deleted from a prose passage and the reader is required to fill in the blanks
Colon
A punctuation mark indicating a pause ranking between a semicolon and a full stop
Consonant
An alphabetical element other than a vowel
Context
The setting in which speech or writing takes place
Dictogloss
an activity in which short pieces of language are read out at normal speed to students. The students take down the key
words and then attempt to reconstruct their passage form the general understanding or gist of the text and from their own
notes.
Figure of speech
Expressive use of language in non-literal form to produce striking effect
Form
The pattern or construction of a work which identifies its genre and distinguishes it from other genres. E.g. lyric form or
the short story form, Verse form or the stanza form, etc.
Function
The role language plays to express ideas or attitudes
Graphic Organizers
Visuals frames used to represent and organize learning information.
Hyperbole
Deliberate exaggeration for emphasis or effect, e.g There are a thousand reasons why more research is needed on solar
energy.
Idiom
A sequence of words which forms a whole unit of meaning; a speech form or an expression of a given language that is
peculiar to itself grammatically or cannot be understood from the individual meanings of its elements, as in keep tabs on.,
“Bite the bullet" is an idiomatic expression that means to accept something unpleasant without complaining.
 Page 99
Impromptu
Spoken, performed, done, or composed with little or no preparation

Inflection
Change in pitch or loudness of the voice
Irony
Saying or writing one thing, whilst meaning the opposite Irony is usually either sardonic or humorous in intent:
She looked out at the rain and fog and said, “What a lovely day for a picnic!”
Intonation
The use of pitch in speech to create contrast and variation
Metaphor
A figure of speech in which one thing is described in terms of another e.g That man is a fox.
Mnemonics
a method or system for improving the memory; something such as a very short poem or a special word used to
help a person remember something: E.g. Order of colours in the rainbow, or visual spectrum:
(Red, Orange, Yellow, Green, Blue, Indigo, Violet) Roy G. Biv.
Narrator
The person (named or unknown) who is telling a story
Onomatopoeia
A word that sounds like the thing it describes e.g splash, wow, gush, kerplunk buzz, crash, whirr, clang, hiss,
purr, squeak, mumble, hush, boom.
Oxymoron
A figure of speech which yokes two contradictory terms e.g. deafening silence, doing nothing, clever fool, freezer
burn, pretty ugly, second best
Paradox
A figure of speech in which an apparent contradiction contains a truth e.g. Deep down he's really very shallow
Personification
A figure of speech in which nonhuman things or abstract ideas are given human attributes: e.g. The angry clouds in
the hateful sky cruelly spat down on the poor man who had forgotten his umbrella.
Point of view
A term from literary studies which describes the perspective or source of a piece of writing
Rhetorical question
A question asked without expecting an answer but for the sake of emphasis or effect. The expected answer is
usually "yes" or "no." For example, Can studying help a student perform better in school?
Rubric A set of scoring guidelines for evaluating student work.
Semantics
The study of linguistic meaning
Simile
A figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as.
E.g. The rugby ball was like a giant egg, which he held carefully while he ran. / The cat leapt onto my shoulder
and her claws, like thistle spines, pricked my skin painfully.
Slang
Informal, non-standard vocabulary e.g. “chill out” - relax, “lamp up” - waste time
Structure
The arrangement of parts or ideas in a piece of writing
Style
Aspects of writing (or speech) which have an identifiable character generally used in a positive sense to indicate
‘pleasing effects’
Syntax
The arrangement of words to show relationships of meaning within a sentence
Tone
An author’s or speaker’s attitude, as revealed in ‘quality of voice’ or ‘selection of language

Lower Secondary Core Curriculum

Page 100

Online Teacher Resources

Teaching Language Arts

www.nclrc.org/essentials/index.htm

www.sasked.gov.sk.ca/docs/ela102030/teach3.html

http://www.usingenglish.com/teachers.php

www.just4teachers.com

www.lessonplancentral.com

www.litplans.com

http://www.cloudnet.com/~edrbsass/edeng.htm

http://www.atozteacherstuff.com/Lesson_Plans/Language_Arts/_Grades_9-12/index.shtml

Rubrics
http://rubistar.4teachers.org/index.php

http://www.rubrics4teachers.com/

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/ideas_and_rubrics.html

http://landmark-project.com/classweb/tools/rubric_builder.php3

http://www.techtrekers.com/rubrics.html

Other resources

http://classroomclipart.com

http://www.free-graphics.com/

http://www.aaaclipart.com/

http://www.atozteacherstuff.com/Lesson_Plans/Language_Arts/_Grades_9-12/index.shtml

http://www.wpsweb.com/english/teacherpagenew.htm
 Page 101

S TA N D A R D S F O R
S E C O N D A RY E D U C AT I O N

ENGLISH

Quality Assurance and Development Services

Ministry of Education, Youth and Sports 2004

Lower Secondary Core Curriculum

Page 102

Standard No. 1
Use listening strategies and other critical thinking techniques to understand, extract, or-
ganize, and evaluate information via different media and use the information for a variety
of communicative tasks.
Learning Outcomes
First Form
1.1 Use listening strategies to:
Extract specific information
To confirm expectations
For general understanding
For a writing task
In order to increase attention span and get meaning in listening situations
1.2 Predict speaker’s position on a topic based on factors such as knowledge of the speaker, and of the subject,
1.3 Respond to questions, instructions, and shared information appropriately
1.4 Increase listening vocabulary through exposure to a wide range of challenging listening experiences and use
the new words in speaking and writing.
1.5 Determine meaning from context and use the dictionary to find the meanings of unfamiliar words.
1.6 Remember information presented through the use of appropriate strategies such as webbing, note taking,
paraphrasing, and summarizing.
1.7 Compare personal understanding with that of others.

Second Form
1.8 Identify discernible organizational patterns used by the speaker and select the points the speaker uses to sup-
port his position.
1.9 Use critical thinking strategies to analyze what is being said.
1.10 Identify verbal and non-verbal cues and recognize the role they play such as to indicate position, main points,
relationship between the speaker and the audience etc. in both formal and informal listening situations. Rec-
ognize that these cues either act as barriers to or facilitators of comprehension.
1.11 Recognize that appropriate variations in language use depend on the situation, purpose, and audience.
1.12 Obtain additional information or clarification of points by asking or answering relevant questions.

Third Form
1.13 Distinguish between facts and opinions, identify, and evaluate persuasive techniques and literary devices as
well as develop an awareness of how appeal to emotions can impair good judgment.
1.14 Organize in Standard English what is heard, and evaluate, via different media.

Standard No. 2
Communicate effectively in the target language in a variety of settings and to a variety of
audiences for a variety of purposes.
Learning Outcomes
First Form
2.1 Converse in Standard English with peers and adults on a variety of topics in a variety of settings, including in-
formal and formal, small group and whole class discussions.

2.2 Speak with confidence in prepared oral presentations and oral readings of poetry and prose selections, give
prepared talks from notes or memory, and participate in dramatization and role-playing.
2.3 Use appropriate language or vocabulary to suit the social context and the speaking situation.

Second Form
2.4 Express thoughts clearly when presenting orally to a variety of audiences, such as the class, another class,
parent groups, or teaching staff, for a variety of purposes, such as to entertain, explain, persuade, and inform.
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2.5 Use appropriate diction, voice production factors such as volume, tempo and pitch, and non-verbal factors such
as gestures, posture, and eye contact to communicate meaning and mood effectively and to retain the attention
of the audience.

Standard No. 3
Participate effectively in-group discussions, recognize the functions of group members
and factors that impair group discussions, observe courtesies of group discussion, con-
tribute positively to discussions, and present orally.
Learning Outcomes
First Form
3.1 Recognize the various functions of group members such as the leader, the recorder, and the presenter, and
become proficient in each function.
3.2 Observe courtesies of group discussion such as speaking in turn and using appropriate tone.
3.3 Contribute positively to discussions. Use discussion techniques such as brainstorming and webbing, evaluate
contributions to the group, and make suggestions for increasing the effectiveness of group communication.

Second Form
3.4 Recognize factors, which impair group discussions and develop proficiency in dealing with such factors as un-
necessary pauses, accents, and mispronunciation.
3.5 Present orally to a variety of audiences.

Standard No. 4
Participate in panel discussions; know the purpose of panel discussions and the role of
each member; prepare for and conduct discussions, observe the courtesies of discus-
sions, and evaluate performance.

Learning Outcomes
Third Form
4.1 Explain the purpose of a panel discussion.
4.2 Know the responsibilities of the members and chairperson and the function of each participant.
4.3 Develop proficiency in each function.
4.4 Prepare for discussion by researching, reading, listening, and viewing given topics.
4.5 Organize ideas using an appropriate method, such as chronological order, order of importance, and spatial or-
der.
4.6 Conduct a panel discussion.
4.7 Observe the courtesies of discussion, such as speaking in turn and using appropriate tone and language.
4.8 Evaluate the presenters’ performances using a given criteria.

Standard No. 5
Prepare for and participate effectively in debates.
Learning Outcomes
Fourth Form
5.1 Explain the purpose of debating.
5.2 Know the rules of debating, the function and role of each member of a debate team, and the specific terms re-
lated to debating.
5.3 Obtain information for a debate by reading, speaking, listening, and researching.
5.4 Organize ideas for a debate in order of importance.
5.5 Prepare for the debate by considering both sides of the issue and presenting good arguments and counter ar-
guments.
5.6 Plan and write affirmatively or negatively on the resolution, depending on your position.

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5.7 Use reasons, facts, expert opinions, etc. to support your position.
5.8 Prepare a rebuttal speech.
5.9 Participate in debates by presenting position within the specified time. Presenters should include a clear, per-
suasive statement of position, specific reasons supported by facts, and effective persuasive techniques such as
rhetorical questions, personal appeal, emotive language, and scientific evidence.
5.10 Edit script for errors in reasoning, grammar and punctuation, using the appropriate rubric.
5.11 Use voice effectively to convey information, position, mood, and attitude towards the subject.
5.12 Know and use the rules of parliamentary procedure.

Standard No. 6
Use effective pre-reading strategies.
Learning Outcomes
First Form
6.1 Participate in pre-reading activities such as reflections, discussions, viewing, listening, drawing, and dramatiz-
ing, as well as reading prefaces and other introductory material in order to aid comprehension.
6.2 Use cues provided by the author, prior knowledge, and personal experience to infer the author’s meaning and
construct personal meaning.

Standard No. 7
Develop effective strategies to improve comprehension skills.

Learning Outcomes
First Form
7.1 Determine purpose for reading a selection, such as tracing a sequence of events, summarizing, or answering
questions.
7.2 Use strategies such as identifying facts and main ideas, drawing conclusions, making predictions, and para-
phrasing.
7.3 Make connections between text and personal experience.
7.4 Answer questions on a variety of prose and poetry selected for appropriate age and reading level.
7.5 Determine meaning of prose or poetry selections and share with others.
7.6 Make inferences based on personal experience and information given.

Second Form
7.7 Identify the mode of writing and the method of organization.
7.8 Differentiate between forms of writing or literary patterns.
7.9 Determine writer’s purpose or intention, mood, and tone.
7.10 Recognize writing techniques such as flashback, narrative exposition, and sarcasm.
7.11 Identify, interpret, and evaluate literary devices such as similes, metaphors, and personification.

Third Form
7.12 Critique reading selections and respond by speaking, dramatizing, writing, etc.
7.13 Identify first and third person perspectives and evaluate the effectiveness of each.

Standard No. 8
Increase range of vocabulary for fuller and better comprehension.
Learning Outcomes
First Form
8.1 Define unfamiliar words selected from the readings/selections and use in speech and writing.
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Second Form
8.2 Use knowledge of denotation, connotation, context clues, idioms, synonyms, antonyms, roots, prefixes, and
suffixes to aid understanding.

Standard No. 9
Identify and use nouns.
Learning Outcomes
First Form
9.1 Identify and use common, proper, concrete, abstract, collective, and possessive nouns.

Standard No. 10
Give the plural forms of nouns.
Learning Outcomes
First Form
10.1 Know how to form and use the plural forms of regular and irregular nouns and nouns of foreign origin.
10.2 Differentiate between plural and possessive nouns.

Standard No. 11
Use verbs correctly.
Learning Outcomes
First Form
11.1 Identify and use action, linking, helping, transitive, and intransitive verbs and the principal parts of verbs appro-
priately.

Standard No. 12
Use verb tenses correctly.
Learning Outcomes
Second Form
12.1 Recognize and use the simple, continuous, emphatic, and perfect tenses correctly.
12.2 Identify and correct errors in usage.

Standard No. 13
Use the correct verb forms for singular and plural nouns and pronouns.

Learning Outcomes
Second Form
13.1 Use the correct verb forms with:
Singular and plural nouns
Compound subjects
Indefinite pronouns
Collective nouns
Nouns ending in ‘s’
Titles
Nouns used to indicate amount and time
Subjects of sentences in inverted order
Subjects of sentences with predicate nominatives

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Subjects with ‘every’ or ‘many a’

Subjects of foreign origin
‘The number of’ and ‘ a number of’
Subjects with ‘each’ and ‘every’
Subjects interrupted by phrases such as prepositional phrases
Unstated subjects

Standard No. 14
Identify and use pronouns correctly.
Learning Outcomes
First Form
14.1 Identify and use personal, indefinite, relative, demonstrative, reflexive, and intensive pronouns.

Second Form
14.2 Use pronouns that agree with their antecedents in case, number, and gender.

Third Form
14.3 Use clear pronoun references.
Standard No. 15
Identify, compare, and use adjectives.

Learning Outcomes
First Form
15.1 Identify and use adjectives.
15.2 Identify the words they modify.

Second Form
15.3 Use adjectives correctly in comparisons.
15.4 Identify and correct errors in the use of the positive, comparative, and superlative degrees of comparison.

Standard No. 16
Identify, classify, and use adverbs in writing and differentiate between adjectives and ad-
verbs.
Learning Outcomes
First Form
16.1 Identify and use adverbs.
16.2 Classify adverbs.
16.3 Identify the words they modify.

Second Form
16.4 Differentiate between adjectives and adverbs
16.5 Use adverbs in comparisons

Standard No. 17
Identify and use prepositions.
Learning Outcomes
First Form
17.1 Identify prepositions.
17.2 Identify the prepositional phrases.
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Standard No. 18
Identify and use conjunctions.
Learning Outcomes
First Form
18.1 Identify and use coordinating, subordinating, and correlative conjunctions.

Standard No. 19
Identify and use interjections
Learning Outcomes
First Form
19.1 Identify and use interjections to express strong feelings such as urgency, surprise, or anger.

Standard No. 20
Identify the parts of a sentence.
Learning Outcomes
First Form
20.1 Identify the parts of a sentence: subject, predicate, direct and indirect objects, subject and object compli-
ments and recognize the role that each part plays in a sentence.

Standard No. 21
Identify and classify phrases and determine the role they play in sentences.
Learning Outcomes
Second Form
21.1 Identify prepositional, appositive, gerund, infinitive, and participial phrases.
21.2 Use prepositional phrases as adverbs and adjectives.

Third Form
21.3 Use appositive phrases, gerund phrases, and infinitive phrases and determine the role they play in
sentences.
21.4 Use participial phrases correctly and correct errors such as dangling, squinting, and misplaced modifiers.

Standard No. 22
Identify and classify clauses and determine the role they play.
Learning Outcomes
Second Form
22.1 Identify and differentiate between clauses and phrases.
22.2 Differentiate between clauses and independent clauses.

Third Form
22.3 Identify and differentiate among noun clauses, adverbial clauses, and adjectival clauses.
22.4 Use clauses correctly to form different types of sentences.

Standard No. 23
Use a variety of sentence structure in writing.
Learning Outcomes
Second Form
23.1 Write simple, compound, complex, and compound-complex sentences.

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Third Form
23.2 Identify and write equivalent sentences.

Standard No.24
Use parallel structure correctly.
Learning Outcomes
Third Form
24.1 Identify parallel structure.
24.2 Use parallel structure with items in a series and paired items such as words, phrases, and clauses and in lists
and outlines.
24.3 Identify and correct faulty parallelism.

Standard No. 25
Classify and write sentences according to purpose.
Learning Outcomes
First Form
25.1 Classify sentences as declarative, interrogative, imperative, and exclamatory sentences.
25.2 Write declarative, interrogative, imperative, and exclamatory sentences.

Standard No. 26
Use transitional words effectively.
Learning Outcomes
Second Form
26.1 Use transitional words to show addition, give examples, compare, contrast, summarize, or conclude, show
time, direction or place, indicate logical relationships, etc.

Standard No. 27
Identify and correct common structure and usage errors.
Learning Outcomes
Third Form
27.1 Identify and correct errors such as colloquialism, slang, redundancy, illogical comparisons, unclear pronoun
references, inconsistent tenses, fragments, and run on sentences.

Standard No. 28
Write and present skits and plays.
Learning Outcomes
Second Form
28.1 Read plays for appreciation.
28.2 Identify and analyze elements such as plot, characters, setting, themes, etc. in skits and plays.
28.3 Gather ideas for skits and plays by reading, listening, speaking, observing, and using life experiences.
28.4 Plan, outline, and write skits including such elements as plot, characterization, setting, themes, etc.
28.5 Perform skits using effective verbal and non-verbal cues, props, costumes, etc.

Standard No. 29
Read, analyze, plan, and write poems.
Learning Outcomes
Third Form
29.1 Read poems for appreciation.
29.2 Identify, interpret, and analyze the effectiveness of literary devices such as similes, metaphors, personification,
 Page 109
etc.
29.3 Identify and differentiate among sonnets, haikus, quatrains, limericks, and ballads.
29.4 Write sonnets, haikus, quatrains, limericks, and ballads.
29.5 Use literary devices such as simile, metaphor, onomatopoeia, rhyme, rhythm, etc.

Standard No. 30
Set up and write friendly letters
Learning Outcomes
First Form
30.1 Recognize a friendly letter.
30.2 Write correctly and punctuate the different parts of a friendly letter.
30.3 Write letters of invitation, acceptance, refusal, thanks, apology, complaint, congratulation, sympathy, etc.
30.4 Revise letters using the appropriate rubric.

Standard No. 31
Set up and write different types of formal letters.

Learning Outcomes
Second Form
31.1 Recognize a formal letter and identify the different parts.
31.2 Differentiate between friendly and formal letters in content, tone, and format.
31.3 Write and punctuate formal letters. Letters of request, complaint, apology, invitation, etc. using formal
language and appropriate tone.
31.4 Write letters to the Editor.
31.5 Write letters of application
31.6 Write a cover letter and a curriculum vitae/resume.
31.7 Revise letters using an appropriate rubric.

Standard No. 32
Identify the parts of a paragraph, plan and write paragraphs
Learning Outcomes
First Form
32.1 Recognize a paragraph.
32.2 Identify the elements of a paragraph such as topic sentence, supporting sentences, and concluding
sentences.
32.3 Identify the method used to develop paragraphs, such as order of importance, spatial order, chronological
order, etc.
32.4 Identify factors that contribute to effective and ineffective paragraph writing.
32.5 Select and limit topics, and list supporting details for narrative, descriptive, persuasive, and expository
paragraphs.
32.6 Write effective topic sentences and place them appropriately.
32.7 Write supporting sentences for narrative, descriptive, persuasive, and expository paragraphs.
32.8 Write effective concluding sentences for narrative, descriptive, persuasive, expository paragraphs.
32.9 Use transitional words to achieve coherence.
32.10 Revise paragraphs using the appropriate rubric.

Standard No. 33
Plan, write, and edit descriptive paragraphs about people and places.

Learning Outcomes
First Form
33.1 Plan and write effective descriptive paragraphs.

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33.2 Use descriptive techniques by including effective sensory details, vivid adjectives, nouns, verbs, adverbs,
and figures of speech.
33.3 Use appropriate methods of description, like spatial order and descriptive details.
33.4 Create personality traits, character, setting, and mood.
33.5 Revise and edit descriptive paragraphs using the appropriate rubric.

Standard No. 34
Plan, write, and edit narrative paragraphs.
Learning Outcomes
First Form
34.1 Recall brief incidents.
34.2 Develop paragraphs using incidents that support the topic sentence and main idea.
34.3 Write using first and third person perspectives.
34.4 Write clearly about actions using specific verbs and adverbs.
34.5 Use effective transitional words to achieve cohesion.
34.6 Use figures of speech and other literary devices such as sarcasm, satire, irony, simile, metaphor, etc.
34.7 Revise narrative paragraphs using the appropriate rubric.

Standard No. 35
Plan, write, and edit process explanation paragraphs.
Learning Outcomes
Second Form
35.1 Plan the process explanation paragraphs.
35.2 Arrange supporting details in chronological order or sequence.
35.3 Use effective topic sentences, supporting sentences, and concluding sentences.
35.4 Use appropriate transitional words to achieve cohesion.
35.5 Edit and revise process explanation paragraphs using a checklist.

Standard No. 36
Plan and write problem solution paragraphs.

Learning Outcomes
Second Form
36.1 Select suitable current, social, environmental, educational issues, either national or global.
36.2 Gather information by researching, viewing, listening, or reading.
36.3 Select topics or problems and list possible solutions.
36.4 Organize ideas in order of importance to achieve coherence.
36.5 Write effective introductory sentences, supporting sentences, and concluding sentences.
36.6 Use appropriate transitional words to achieve cohesion.
36.7 Revise paragraphs using the appropriate rubric.

Standard No. 37
Plan, write, and edit cause and effect paragraphs.
Learning Outcomes
Second Form
37.1 Identify and differentiate between cause and effect.
37.2 Select and limit suitable topics.
37.3 Gather information by researching, viewing, listening, or reading.
37.4 Organize ideas in order of importance or chronological order.
37.5 Write effective topic sentences, supporting sentences, and concluding sentences.
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37.6 Use transitional words to emphasize the order of cause and effect.
37.7 Revise paragraphs using the appropriate rubric.
Standard No. 38
Plan, write, and edit paragraphs of comparison.
Learning Outcomes
Third Form
38.1 Select and limit suitable topics.
38.2 Gather information by researching, viewing, listening, or reading.
38.3 Organize ideas using appropriate methods, such as order of importance, spatial order, or chronological
order.
38.4 Write effective introductory sentences, supporting sentences, and concluding sentences.
38.5 Use appropriate transitional words.
38.6 Revise the paragraphs using the appropriate rubric.

Standard No. 39
Plan, write, and edit paragraphs of contrast.
Learning Outcomes
Third Form
39.1 Select and limit suitable topics.
39.2 Gather information by researching, viewing, listening, or speaking.
39.3 Organize ideas using an appropriate method.
39.4 Write effective introductory sentences, supporting sentences, and concluding sentences.
39.5 Use transitional words effectively to achieve cohesion.
39.6 Revise paragraphs using the appropriate rubric.

Standard No. 40
Plan, write, and edit persuasive paragraphs.

Learning Outcomes
Third Form
40.1 Recognize persuasive paragraphs.
40.2 Select suitable topics.
40.3 Gather information by researching, viewing, listening, or reading.
40.4 Organize ideas using an appropriate method.
40.5 Prepare supporting details by presenting effective facts, reasons, statistics, etc.
Write persuasive paragraphs which include effective topic sentences, supporting details, and effective
concluding sentences.
40.6 Use persuasive techniques such as research evidence, scientific evidence, emotional words etc.
40.7 Use appropriate transitional words.
40.8 Revise paragraphs using the appropriate rubric.

Standard No. 41
Prepare for and conduct interviews and use the data collected.
Learning Outcomes
Third Form
41.1 Prepare for a real or simulated interview.
41.2 Conduct the interview and use effective note-taking strategies or other means to
gather information.
41.3 Use information compiled for a writing or speaking activity.

Standard No. 42
Prepare for and conduct research and use the information gathered.
Learning Outcomes

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Third Form
42.1 Use a variety of sources to gather information.
42.2 Limit research by focusing on one topic.
42.3 Use information gathered for writing or speaking creatively.
42.4 Cite references.

Standard No. 43
Plan and write simple reports.
Learning Outcomes
Third Form
43.1 Recognize a simple report.
43.2 Identify and use the correct format to write a report.
43.3 Gather and organize information to write a report.
43.4 Write a simple report using correct verb forms and effective transitional words.
43.5 Edit and revise the simple report.

Standard No. 44
Plan, write, and edit a newspaper article.
Learning Outcomes
Third Form
44.1 Gather information to write a newspaper article by researching, viewing, listening,
or reading.
44.2 Select a suitable headline.
44.3 Organize ideas into introduction, body, and conclusion.
44.4 Write the newspaper article using facts and opinions effectively, correct verb
tenses, and effective transitional words.
44.5 Revise the report using a checklist.
Standard No. 45
Plan and write effective descriptions.
Learning Outcomes
Fourth Form
45.1 Obtain ideas for writing by researching, viewing, listening, reading, or speaking.
45.2 Organize ideas in spatial order.
45.3 Choose sensory details that help to create a specific impression or mood.
45.4 Use precise and vivid nouns and verbs.
45.5 Use effective modifiers such as adjectives, adverbs, and participles.
45.6 Use figures of speech effectively.
45.7 Write a descriptive paragraph including effective introduction, body, and
conclusion.
45.8 Use effective transitional words.
45.9 Edit description for errors, such as spelling, punctuation, grammar, and usage,
using a checklist.

Standard No. 46
Analyze, plan, write, and edit a short story.
Learning Outcomes
Fourth Form
46.1 Recognize a short story.
46.2 Identify the elements such as plot, characters, setting, themes, etc.
46.3 Discuss the effectiveness or ineffectiveness of the point of view the writer uses, the literary devices, and
the story-writing techniques used by the writer.
46.4 Plan a short story about an incident that contains a conflict which is resolved in the end, and includes all
the elements of good narrative writing such as effective plot, setting, characters, etc.
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46.5 Use the first and third person points of view and keep the point of view consistent.
46.6 Create setting and character; use dialogue to help to reveal character and plot.
46.7 Present actions in chronological order using straight forward narration and storytelling techniques such as
flashback and foreshadowing.
46.8 Use correct verb forms and transitional words to emphasize chronological order.
46.9 Use modifiers and figures of speech effectively.
46.10 Write stories using a variety of prompts, such as pictures, titles, and beginning and ending sentences
46.11 Proofread narratives for errors in grammar, usage, spelling, and tense, using a checklist.

Standard No. 47
Plan, write, and edit the five paragraph composition.
Learning Outcomes
Fourth Form
47.1 Select a suitable topic (educational, environmental, or social) and gather information by researching,
viewing, listening, reading, and speaking.
47.2 Limit the topic and focus by determining a purpose and an appropriate method of development.
47.3 List and organize ideas using a suitable arrangement of supporting details, such as chronological order,
spatial order, or order of importance, depending on the mode of writing.
47.4 Write an outline for the composition; include topic sentence, main ideas, and supporting details.
47.5 Write an introductory paragraph, which includes an effective introductory sentence and topic sentence.
47.6 Write the body of the composition, following the outline, using effective topic sentences and transitional
words.
47.7 Write a conclusion that summarizes, restates, or gives personal reaction.
47.8 Revise the composition, using the appropriate rubric.

Standard No. 48
Plan, write, and edit a problem solution composition.
Learning Outcomes
Fourth Form
48.1 Analyze a model problem solution composition.
48.2 Select a suitable topic and obtain information by researching, viewing, listening, and reading.
48.3 Write a topic sentence based on this topic.
48.4 Prepare an outline.
48.5 Write an effective introductory paragraph.
48.6 Write the body of the essay, explaining each solution, and using effective topic sentences, supporting
details, and transitional words.
48.7 Write an effective concluding paragraph that summarizes, calls to action, or gives personal reaction.
48.8 Revise the paper for errors in structure, grammar, punctuation, spelling, etc. using an appropriate rubric.

Standard No. 49
Plan, write, and edit a cause and effect composition.
Learning Outcomes
Fourth Form
49.1 Analyze a model cause and effect composition.
49.2 Identify and differentiate between causes and effects.
49.3 Select a topic by viewing, listening, speaking, observing, and reading.
49.4 Limit the topic and focus ideas by using each of the following methods: one cause and three effects, one
effect and three possible causes.
49.5 List and organize main ideas and supporting details, using a suitable method such as order of importance
and/or chronological order.
49.6 Prepare an outline.
49.7 Write an effective introductory paragraph.
49.8 Write the body of the composition.
49.9 Write an effective concluding paragraph that summarizes, calls for action, gives personal reaction, and/or

Lower Secondary Core Curriculum

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suggests a possible solution.
49.10 Use effective transitional words.
49.11 Revise composition for errors in structure, grammar, punctuation, spelling, etc. using the appropriate rubric.
Standard No. 50
Analyze plan, and write an effective advertisement.
Learning Outcomes
Fourth Form
50.1 Recognize an advertisement.
50.2 Examine the advertisement and identify the persuasive techniques, such as emotive words, personal
appeal, or repetition, that the writer uses to convince the reader or listener.
50.3 Analyze the effectiveness or ineffectiveness of an advertisement by discussing the name of the product, t
he target group, the basic needs and desires that the advertiser exploits, and the persuasive techniques
the writer uses.
50.4 Plan, create, and produce an advertisement.
50.5 Choose a product or service, provide a suitable name, and select a target audience and the desires to
which it appeals.
50.6 Use effective persuasive devices.

Standard No. 51
Plan, write, and edit a persuasive essay.
Learning Outcomes
Fourth Form
51.1 Analyze a model persuasive essay.
51.2 Obtain ideas for writing a persuasive essay by researching, speaking, reading, listening, or viewing.
51.3 Select a general topic for a persuasive essay then recognize and select an opinion and a suitable
audience.
51.4 Limit the topic by taking a position for or against it and prepare a thesis statement.
51.5 Prepare support for the topic by presenting genuine reasons and recognizing and selecting relevant facts.
51.6 Prepare an outline.
51.7 Write an effective introductory paragraph.
51.8 Write the body of the essay, following the outline. Use effective transitional words, persuasive tech-
niques, and supporting details.
51.9 Write a concluding paragraph that summarizes, calls for action, gives personal reaction, or suggests a
possible solution.
51.10 Revise essay for errors in structure, grammar, usage, punctuation, and spelling, using the appropriate
rubric.
Standard No. 52
Plan, write, and edit a statistical report.
Learning Outcomes
Fourth Form
52.1 Interpret the information conveyed in a statistical table or chart and arrange ideas logically.
52.2 Deduce the general trend.
52.3 Plan the statistical report.
52.4 Write the statistical report using facts obtained from the table or chart.
52.5 Use appropriate vocabulary, transitional words, and verb forms.
52.6 Revise report for errors in structure, spelling, punctuation, grammar, and usage, using the appropriate
rubric.
Standard No. 53
Plan and write a whole passage summary.
Learning Outcomes
Third Form
53.1 Select main ideas or inferences from the content of an article, speech, advertisement, brochure, etc.
53.2 Combine main ideas.
53.3 Delete unimportant details, such as statistical data, repetitions, illustrations, and quotes.
53.4 Determine the writer’s or speaker’s intention or purpose.
53.5 Write the summary, using your own words as much as possible and condensing text to 1/3 its original
length.
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53.6 Relate ideas in one connected piece, using effective transitional words.
53.7 Revise summary for errors in content, structure, grammar, usage, spelling, and punctuation.

Standard No. 54
Plan, write, and edit a selected summary.
Learning Outcomes
Third Form
54.1 Summarize a particular aspect of the content of an article, speech, advertisement, brochure, etc.
54.2 Apply the rules of summary writing by selecting main ideas or inferences, combining main ideas, deleting
unimportant details, and determining the writer’s purpose or intention.
54.3 Write the selected summary, using your own words as much as possible; keep within the word limit and
relate ideas in connected/cohesive piece of writing, using transitional words.
54.4 Revise selected summary for errors in content, structure, grammar, usage, spelling, and punctuation.

Standard No. 55
Use capital letters correctly.
Learning Outcomes
Second Form
55.1 Use capital letters for proper nouns and adjectives, beginnings of sentences, ‘I’ and its contractions, and
titles.
Standard No. 56
Write numbers correctly.
Learning Outcomes
Second Form
56.1 Know and apply the rules governing the correct use of numbers in writing.

Standard No. 57
Use end marks correctly.
Learning Outcomes
Second Form
57.1 Use end marks correctly.
57.2 Use commas correctly.
57.3 Use semicolons correctly.
57.4 Use colons correctly.
57.5 Use quotation marks correctly.
57.6 Use apostrophes correctly.
57.7 Use hyphens correctly.
57.8 Use dashes correctly.
57.9 Use parentheses correctly.
57.10 Identify and correct punctuation errors.

Standard No. 58
Use proofreading symbols.

Learning Outcomes
Third Form
58.1 Identify and interpret basic proofreading symbols.
58.2 Use basic proofreading symbols when editing and revising written work.

Lower Secondary Core Curriculum