NATIONAL SCHEME FOR SECONDARY SCHOOLS

Curriculum Area: English A GRADE 10

RESOURCE

SCHOOLS

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

ACKNOWLEDGEMENTS

The Ministry of Education wishes to acknowledge the work done by the following persons who were involved in the production of the Grade 10 English A National Scheme.

Lourianne Batson

Myra Patterson

Shemaine Rogers

Ulele Wilson-Joseph

@ 2023 Ministry of Education, Georgetown. Guyana

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 1

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Vocabulary: Students will understand Language use requires attention - Word matching- English For All pp. Written
Exercises.
how to convey meanings tonuance. Nuance is one of the matchingsynonyms and 41,25
Synonyms depending on the waysin which writers and antonyms
andAntonyms audience,purpose, and speakers make their language English Alive pg. 9,
- Word substitution- replacing
situation choices fit their audience and
oneword with another
purpose.

Developing
Antonyms - a word with the - Completing Cloze passages
opposite meaning to an Proficiency in

originalword EnglishA pp. 1, 15

Synonyms- a word with a A Comprehensive

similarmeaning to an original English Course bk.
word. 4
Comprehension: Students will become The first level of questioning - Identifying facts and opinions English for All pg. 81, Oral Presentation
Facts and aware of factual and andcomprehension requires a ingiven texts (passages,
Opinion opinionated basic understanding of the advertisements) English Alive bk. 4,
Written exercises
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
statements and informationpresented directly in pg.177
appreciate casting the text. - Giving opinions on various
sound judgements on topical issues (crime, poverty, A Comprehensive
Facts- information that can be
topical issues etc.) English Course pg.
verified
197
Opinion- a belief, feeling, or
judgment about something

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Oral exercises
SBA - Introduction Students will be aware of Components of the Discussions Sample SBA’s
the SBA:
components associated with - Topic and Sub-topic CSEC English SBA
the SBA. - Perusing the SBA Guidelines PDF by Hassan
-Plan of Investigation
Baserally
Discussing the different elements
-Artefacts https://www.slideshare. Discussions
net>markbenjamin33>
- Reflections
csec-e.
- Oral presentation plan
- Oral presentation
- Group report

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 2

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Writing- Paragraph Students will develop Paragraphs are chunks of - Identifying topic sentences in English Alive bk. 4, Written exercises
anunderstanding of how writingthat consist of one main aparagraph. pg. 17
paragraphs are idea + supporting details (e.g. - Identifying supporting details in
Oral presentation
organized examplesor evidence). paragraphs
Many paragraphs contain a - Organizing sentences to form English for All pg. 65
topic sentence which indicates paragraphs
what the paragraph is about. - Brainstorming ideas on
The topic sentence is usually, differenttopics and providing
but not always, the first support
sentence. It tells the topic and - Writing paragraphs on different
gives the focus and limit of the topics.
paragraph.

Parts of the Paragraph

 Topic sentences
 Supporting sentences
 Clincher sentences

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Mechanics Students will appreciate Uses of the: - Identifying punctuation marks Comprehensive Written exercises
and their uses
: theeffect of punctuation on  The Capital letter English Course bk.
- Correcting punctuation errors
Punctuatio themeaning.  The Full-stop 4, pp. 71, 45, 164
insentences
n  The Comma
- Identifying and explaining
Students will develop a English for All pp.
punctuation errors in
critical awareness of 42, 26
sentences
punctuation marks.
English Alive bk. 4,
pp. 62, 69
Comprehension Students will recognize Comprehension requires that you - Reading English for All pg. 9 Oral presentations
howthe conventions of first understand the text and then - Note- taking
writing and punctuation provide information or give your A Comprehensive
- Selecting
create meaning and opinion on what the English Course bk.
information
appreciate how to extract writer/speakersays or how he/she 4, pg. 1
- Constructing questions
specific information from says it.
what is read or heard. A Complete
EnglishCourse bk.
4, pg. 1

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 3

EVALUATION
TOPIC GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
STRATEGY
Vocabulary: Mixed Students will develop the Mixed metaphors refer to a -Discussing concept English for All pg. 170 Written Exercises
Metaphors ability to recognize mixed combination of two or more
metaphors and correct the metaphors that are not -Discussing sentences
samein sentences compatibleor in harmony. A Comprehensive
-Identifying mixed metaphors English Course bk.
4,pp. 79-80
-Correcting mixed metaphors

Grammar: Examine the structure Compound sentences - Reviewing simple sentences English for All pg. 221 Written exercises
Structureof ofsentences A compound sentence consists of
sentences twoor more simple sentences, - Reviewing coordinating and
Students will develop usually joined by coordinating subordinating conjunctions
the ability to construct conjunction, usually joined by
complex and coordinating conjunction. - Reviewing phrases and clauses
compound sentences
Complex Sentence:
- Differentiating between
A complex sentence has one
compound and complex
independent clause and one or
sentences
more dependent clauses.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
-Forming Groups Topics selected will Oral presentation of a
SBA Selection of Students will learn the Sample topics and group plan with
topic sub-topic and importance of working in subtopics -Brainstorming topics bebased on students’
details showing
artefacts interest groups to discuss -Selecting topic interest members’ names,
topical issues. topics and subtopics.
-Brainstorming subtopics -Sample SBA’s
-Selecting subtopic -List of possible
-Composing group plan topics
-CSEC English A
- CSEC English SBA
PDF by Hassan
Baserally

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 4

EVALUATION
TOPIC GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
STRATEGY
Comprehension Students will understand To work out the literal meaning - Reading poem English for All pg. 14 Written exercises
: Literal why being able to work of a word:
Meanings outthe literal meaning of a 1. Fill in the blank-imagine - Discussing poem Oral presentations
word is important. the word is not there and try to
fill theblank with another word. - Discussing the literal meaning
ofa poem.
2. Read around the
gap tounderstand the - Answering questions on
context thepoem.
3. Look at the sentence structure

4. Think about similar words

thatyou know
Vocabulary: Students will recognize Appropriate diction must - Reading sentences English Alive bk. 4 Written exercises
Sentence thatappropriate diction match word choice and style to CSEC past
Completion requiresconsideration of the purpose, situation, - Using the dictionary to papers2016-
audience and purpose audience, andcontent of the definewords. 2020
written or spoken discourse
- Completing sentences English For All pp. 59,
210
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
SBA Plan of Students will understand PLAN OF INVESTIGATION – an- Discussing the topic selection. SBA Workbook Submitting completed
Investigation thepurpose of the plan of introduction to the andcorrected Plan of
investigation for the SBA issue/topic/theme/event (A - Drafting Plan of Investigation Everything you Investigation
satisfactory response should be no needto know about

more than 100 words). - Submitting Drafts the English A&B Written Exercise
SBA
(a) Why did you choose this
- Making corrections to draft plans Sample Plan of Oral presentation of Plan
issue/topic/theme/event?
of investigation. Investigation of Investigation.
(b) What are the expected
benefits to you as a student of
English?

(c) How do you intend to collect

relevant information on your
issue/topic/theme/event and use
this in your presentation?

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 5

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY

Monthly Test/Assessment
Informative Students will understand A paraphrase (or paraphrasing) - Reading sentences A Comprehensive Oral and Written exercises
Discourse- how to communicate is arestatement of another piece English Course bk.
Paraphrasing factualinformation clearly, of writing with new words or - Discussing the meaning 4, pp. 338, 339
concisely and adequately phraseswhile keeping the same ofsentences
through paraphrasing meaning, usually to modify the English for All pp.
language or simply avoid - Rewriting sentences 248,249
plagiarism.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
A minimum of THREE pieces of - Researching Internet Students will submit
SBA- Artifact Students will learn the art of their1st artefacts for
Selection researching for specific material, for example, print,
the teacher’s
information, whether online, audio,and visual media must be subtopic approval
through theuse of books,
newspapers and magazines collectedand presented in the Newspapers
Portfolio and should address the - Selecting Artifacts
issue/topic/theme/event selected.
One of the three pieces must be - Reading, discussing
Books
printed. These pieces will form
thebasis for the process of and analyzing
enquiry and group work activities
(cognitive, psychomotor,
artefacts
affective)in which students will
become aware of and practice
English
language skills

Artifacts:
 poems
 short stories
 articles
 song
 video, audio, picture
plays
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 6

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will appreciate One of the keys in Summary - Reading passages English for All pp. Written exercises
Discourse: how key points in Writing is being able to - Noting key ideas 250-253
SummaryWriting extracts can be written in recognize the main ideas. These
- Paraphrasing key ideas
sentences main ideas can then be written as A Comprehensive
sentences then combined to form - Writing paragraphs
English Course bk.
continuousprose 4, pp. 339-340

Grammar- Students will know how An Equivalent Sentence is - Looking at sentences English for All pg. Written exercises
132
Equivalent toparaphrase sentences similar in meaning to the original,- Analyzing sentences Quiz
sentences whilemaintaining the even though the structure and - Paraphrasing sentences
same meanings words aredifferent. - constructing sentences

Comprehension: Students will demonstrate Skimming is the process of - Skimming exercises Comprehensive Oral presentations
Skimming the ability to obtain glancing over a piece of material English Course bk.
information accurately from toselect the most important pieces- Passage in a sentence completion 4,pg. 47
the given passages through of
skimming.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
information you require. In - Reading English For All pg. 31
orderto skim successfully, it is
- Discussing
important to understand:
1. The writer’s purpose - Answering questions

2. the pattern of organization used

3. recognize clues

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 7

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA- Students will develop the A minimum of THREE pieces of - Researching Internet Students will submit
Artifact
ability to research material, for example, print, Books theirsecond artifact
- Discussing
information, whether audio,and visual media must be Newspapers
online, through theuse of collectedand presented in the - Selecting the second artifact. Magazines
books, newspapers and Portfolio and should address the
- Referencing artifact
magazines issue/topic/theme/event selected.

Comprehension Students will promote  Simile - Identifying devices A Comprehensive Written exercises
-Poetry various literary devices - Matching devices to name English Course bk.
and their contribution to  Metaphor 4,pp. 66, 53,111
- Creating examples of devices
meaning
 Personification - Identifying devices in poems English for All
pp.104, 68, 84
A Complete English
Course bk. 4, pg. 135,

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Writing: Students will Letters are an important - Discussing forms English for All pg. 125 Written exercises
Informalletters demonstratethe ability to mediumof communication even ofcommunications
organize information in a in the electronic age. A Comprehensive
logical matter  Categories of letters - Formatting letters English Course bk.
 Format of letters 4pg. 120
 Types of letters - Writing informal letters to
penpals

- Role-playing letter writing

anddelivery

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 8

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Writing: Students will develop the The three general principles - Analyzing formal letters A Comprehensive Written exercises
FormalLetters ability to communicate onwhich all letters are based English Course bk.
factual information clearly, are - Role-playing scenarios 4,pp. 120-123
concisely and adequately  Clarity- the content is
English for All pp.
using the appropriate clearlyexpressed and there is
- Writing letters based on 126-128
format no ambiguity
givenscenarios
 Conciseness-all irrelevant and
uninteresting details which A Complete English

interfere with effective

Course bk. 4, pp.
communication must be
108, 129
removed
 Courtesy- in all letters, you English Alive bk. 4,
mustbe courteous in tone. pg. 205
Abusive language, irony and
sarcasm are objectionable

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Vocabulary: Clichés Students will appreciate Clichés are figures of speech - Discussing English for All pp. Written exercises
theuse of language that is which have been overused and 130, 114,170, 258
free from errors have lost their impact: Her - Matching examples to clichés
behaviour leaves much to be A Complete English
- Identifying errors in sentences
desired. By and large, Course bk. 4,
- Correcting errors
everyonewas satisfied with the pp. 101, 102
outcome.
Comprehension Students will Visual or graphically - Reading poem Past CSEC Paper Oral presentations
-Graphically understand,interpret and presentedinformation is often 1questions
- Discussing poem
presented respond to tables and used to amplify/ condense the
- Identifying devices
information pictorial verbal presentation. English for All pg. 13
communication, such as - Answering questions
diagrams, conventional
signs and symbols.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 9

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA- Students will appreciate A minimum of THREE pieces of - Researching artifact Internet
Artifact researching whether material, for example, print,
Textbook
Selection online, through the useof audio,and visual media must be - Discussing artifacts
books, newspapers and collectedand presented in the
Newspaper
magazines Portfolio and should address the - Selecting artifact
issue/topic/theme/event selected.
s
- Referencing artifact

Magazines
- Inserting artifact into a portfolio.
Grammar: Clauses Students will develop A clause is a group of words - Discussing English Alive bk. 4, Written exercises
theability to distinguish whichcontains a finite verb and its pg. 61
between main and subject. A main clause can stand - Identifying main and subordinate
subordinate clauses on its own, while a subordinate clauses English for All pg. 23
clause must be attached to a main
clause. - Converting subordinate
Eg.: clausesinto sentences

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Grandpa felt more cheerful (the
main
clause) because he enjoyed
hisrest (subordinate clause)
Informative Students will strive to Letters of Complaints - Discussing the structure of the English for All pg. 147 Written exercise
Discourse: communicatefactual formal letter of complaint
Letterwriting information concisely Letters of complaint are those A comprehensive
and adequately, thatexpress some frustration or - Analyzing sample letters of English Course pp.
dissatisfaction because of poor complaint 243-246
service, a defective product or
unfair treatment. - Role-playing scenarios

- Writing letters of
complaint/letters to the editor

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 10

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Grammar: Students will know how Some expressions cause - Looking at sentences A Comprehensive Written exercises
Linking toconstruct sentences problemswith their usage: English Course
Words using appropriate link  no sooner…than - Analyzing sentences bk.4, pp. 18-19
words  hardly…when
 scarcely…when - Correcting errors in construction English for All pg. 129

- Constructing sentences

- Closed sentences
Informative Students will develop the Reports are expected to be - Reading sample reports English For All pg. 217 Oral discussions
Discourse: skills to communicate objective, accurate,
ReportWriting factual information comprehensiveand well- - Analyzing the structure of simple A Comprehensive
clearly, concisely and organized. reports English Course bk.
adequately - Discussing features of the Simple 4, pg. 210
reports
- Preparing drafts of reports

Monthly Assessment

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 11

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will showcase a Reports are expected to be - Role-playing scenes English For All pg. 217 Written exercises
Discourse: willingness to objective, accurate, Oral presentation
ReportWriting communicate factual comprehensiveand well- - Discussing scenes A Comprehensive
information clearly, organized. English Course bk.
concisely and adequately - Writing reports 4, pg. 211

- Presenting reports
Grammar Students will know how Appropriate use of: - Dictation English for All pg. 26 Oral exercises
and touse punctuation marks  The Questionmark - Listening to the audio
Mechanics: appropriately  The Exclamation mark - Decoding or reading a given piece A Comprehensive
End  Quotation marks of writing English Course bk. Written activity
Punctuation - Writing exercises 4, pp. 164-165
Marks - Correcting errors in punctuation
Comprehension Students will showcase  Selection of relevant information - Reading given extracts English for All pg. 64 Written exercises
their skills in extracting  Making use of titles - Discussing relevant information
specific information  Introductions A Comprehensive
- Answering questions based on an
fromwhat is read or  Topic sentences English Course bk.
extract
heard;  Illustrations and 4, pg. 64
 Main ideas

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 12

GENERAL EVALUATION
TOPIC/ SUB- CONTENT ACTIVITY RESOURCE
TOPIC OBJECTIVE STRATEGY
Informativ Students will showcase Visual or graphically presented - Discussing the structure of A Comprehensive Oral Presentations
e the capability to interpret informationis often used to amplify/ thestatistical report English Course bk. 4,
Discourse: andrespond to tables and condense the verbal presentation. pp. 221-227
Statistical pictorial communication, - Identifying trends and
Report such as diagrams, significantfigures in data English for All pp.
conventional signs and presented 200-204
symbols.
- Writing statistical reports
Grammar Students will understand A verb must agree with its subject. - Proofreading exercises to identify English For All pg. 258 Written exercises
: the rules governing When subjects are joined by either... and correct errors in numbers.
Concord subjectand verb or/neither...nor, the verb agrees with
agreement thecloser subject. - Correcting concord errors English Alive pg. 34
1. Either the teacher or the students
areabsent. - Writing paragraphs free
2. Neither the students nor the teacher is fromsubject and verb errors
absent.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Comprehension Students will Selection of relevant information, and - Reading extracts English for All pg. 64 Written Exercises
understandhow to making use of titles, introductions, topic - Discussing extracts
extract specific sentences, illustrations, and main ideas - Dictionary searches A Comprehensive
information from what are - Answering questions EnglishCourse bk. 4,
is all key to understanding comprehension pp. 94, 95
pieces
read or heard;

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 13

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA -Reflection 1 Students will understand THREE entries in which the - Discussing the purpose of Students’ three Written exercise
thepurpose of Reflection 1 student reflects on the Reflection 1 selected
and how to structure it. issue/topic/theme/ event selected artifacts Presentations
should be completed. In the first - Reading sample Reflection 1
Students will develop a entry, the student must indicate
willingness and the ability how each piece of material - Analyzing Sample Reflection 1
to explore themes and helped to shape his or her
ideas in new and different thinking about the - Writing Reflection 1
ways. issue/topic/ theme/event
Grammar: Students will appreciate  Spelling rules- ‘i’ - Looking at sentences English for All pg. 26 Oral discussions
 Mechanic how subject, concord,
 Usage pronoun reference, and ‘e’ - Discussing errors A Comprehensive
possessives, and English Course bk.
sequenceof tenses can  Parallelism - Correcting errors 4, pg. 125
affect the meaning.
Informative Students will develop the E-mail is a medium of - Discussing the structure of e- A Comprehensive Written exercises
ability to communicate communication designed to mails.
Discourse: Emails English Course bk. 4,
factual information clearly, accelerate the transmission of - Drafting e-mails
pg. 336
concisely and adequately information over long distances. - - Sending e-mails

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 14

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Grammar: Students will know how to Appropriate diction must - Using the dictionary English for All pg. 59 Written Exercises
Sentence convey meaning clearly matchword choice and style to
Completion andwith facility. the purpose, situation, - Word searches A Complete
audience andcontent of the EnglishCourse bk.
written or spokendiscourse - Cloze sentences 4, pg. 220

- Sentence completion A Comprehensive

English Course bk.
4, pg. 124

Informative Students will develop the The stated or implied time - Analyzing scenarios A Comprehensive Written exercises
Discourse: ability to identify stated sequence is important for English Course bk.
Email orimplied time sequence following instructions and for - Writing emails 4,pg. 336
making good sense of
informationreceived in distorted - Formatting emails
or non-sequential order.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Comprehension: Students will appreciate It is important to understand why - Reading English for All pp. Written Exercises
Poetry howto detect and assess the aparticular device such as a pun, 50-51
apt use of devices. innuendo, exaggeration, irony or - Identifying devices
symbolism is used and its effect Oral Presentations
A Comprehensive
on meaning. - Discussing devices
English Course bk.
- Answering questions 4, pp. 16-17

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 15

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will know how Blogs are regularly updated - Selecting topic Students’ ideas Oral presentations
Discourse: Blogs toselect relevant websites that provide insight into - Discussing topic
information and organize acertain topic. - Writing blogs Internet
same. - Sharing blogs
Grammar: Usage Students will understand  Much and Many - Discussing words Developing Written exercises
thedifferences between  Passed and Past - Dictionary search Proficiency in
words commonly confused  Principle and - Correcting usage errors English
Principal
 Loose and Lose Past CXC paper 1
 Complement and
Compliment
 Among and Between
Monthly Assessment

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 16

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA-Reflection 2 Students will appreciate The second entry should discuss - Reading stimuli Selected stimuli Written exercises
theuse of language in texts the use of language in the
materialselected - Identifying techniques

- Explaining techniques

- Writing paragraphs
Written Students will develop Characters refer to people, - Reading sample stories English for All pp. Oral Presentations
- Identifying elements
Expression: theability to infer animals/creatures, and things in 85-89, 108
Narrative character traits based on the story. Characters cause things - Writing character sketches
Writing dress, behaviours and, to happen by what they do and A Comprehensive
speech. say. English Course bk.
4,pp. 49-51
Grammar: Students will Sentence Structure- - Discussing sentences English for All pg. 113 Written Exercises
Construction understandhow to expressingpurpose: - Examining instructions
Shift reconstruct sentences to  In order that… - Restructuring sentences
 So that…
express
 So as to…
purpose

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 17

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Comprehension Students will showcase Story: “I Spy” - Reading stories English for All pg. 89 Written exercises
skills in identifying - Discussing stories
Questions:
A Comprehensive
passages in which the
1. Describe the location and the - Answering questions based on English Course bk.
mainpurpose is to narrate
time when events occurred in stories 4,pg. 49
(narrative) rather than
theintroduction of the story.
explain/inform or argue.
2. At what time and in what place
are the events of the story set?

Written Students will appreciate The Setting establishes where - Reading sample settings. A Comprehensive Written exercises
Expression: the importance of the andwhen the events in the story - Discussing examples of settings English Course bk.
Elements of the setting tothe story. are taking place and the 4, pp. 49-50
- Creating settings
Story- Setting atmosphere (emotions involved)
English for All pp.
that is created. - Drawing/painting pictures of
settings 86-88
A Complete English

Course bk. 4, pg. 96

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Grammar- Students will appreciate Parallelism - Identifying parallel structures English for All pp. Written exercises
ParallelStructure theneed to be consistent This refers to the use of phrases - Discussing structures 91,92
with their grammatical and clauses with the same
- Correcting errors in structures in A Comprehensive
structures grammatical structures.
sentence English Course bk.
When twoor more ideas need to - Competing exercises in usage 4,pp. 20, 193
be expressed, the same
grammatical structure must be
used to make thesentence clear
and add balance and
rhythm to the sentence.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 18

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Grammar: Students will understand Expressing Purpose: - Reading sentences English for All pg. Oral Discussions
SentenceStructure how to express purpose  In order that… - Paraphrasing sentences 113
and how to restructure  So that… - Studying examples of A Comprehensive
sentences to express the  So as to… restructuredsentences English Course bk. 4,
Sentences can communicate the same
same. - Restructuring sentences pg. 8
idea even though they maybe
- Discussing sentences A Complete English Written Exercises
structured differently.
Course bk. 4, pp. 6-8
Written Students will appreciate the The Plot - Looking at plot outlines of stories A Comprehensive Oral Presentations
Expression: importance of the plot to the This is the sequence of actions - Reading stories and identifying the plot English Course pp.
Narrative Writing story thatbegins with a problem and - Creating plots based on given stimuli 88-89
–The Plot what it takes to solve the
English for All pg. 105
problem.
Parts of the Plot

Vocabulary Students will realize Redundancy is the repetition - Discussing the differences between English for All pg. 130 Written Exercises
: thatredundancy should of meaning in an expression, or repetition as a device and A Comprehensive
Redundanc be avoided in speech theinclusion of unnecessary redundancy English Course bk. 4,
y and writing. words. - Identifying errors in redundancy pg. 81
- Rewriting sentences to correct Developing Proficiency
redundant expressions in Language pg. 248

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 19

GENERAL EVALUATION
TOPIC/ SUB- CONTENT ACTIVITY RESOURCE
TOPIC OBJECTIVE STRATEGY
SBA- Group Students will A Written Report of the investigation - Looking at sample written report Students’ Written exercises
artifacts
Written appreciate group shouldbe a summary of the processes,
- Discussing the structure of
Report effort in proceduresand outcomes of the research.
awritten report
completing the It should include the material collected,
- Discussing all artifacts of
written report. reasons for selection and analysis of the
groupmembers.
material. A satisfactory report should be
- Selecting three artifacts
about 250- 300 words in total.

- Justifying the selection

ofartifacts
- Writing report

- Submitting a written report

Comprehension Students will Passage: “Technology” - Reading English for All pp. 13, Written exercises
Question: 153-154
: develop the
1. According to paragraph 1, which classesof
Scanning abilityto scan - Discussing A Comprehensive
individuals now have computing power? English Course bk. 4,
texts to locate a
pg. 117
Passage: “Medical Research” - Answering questions
particular piece
Question:
ofinformation 1. Explain the meaning of drug addiction

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 20

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Written Students will understand Elements of the story: - Reviewing elements Selected stimuli Oral Presentations
Expression: how the individual  Plot - Plotting stories
Narration elementsof the story can be Setting A Comprehensive
- Creating settings
combined to create a story  Character English course bk.
- Developing characters 4, pg. 90
 Theme
 Point–of–view - Choosing a narrator
English for All pg. 107
- Writing stories.

A Complete
EnglishCourse bk.
4, pg. 102
Grammar: Students will know how to Appropriate diction matches - Reading incomplete sentences English for All pg. 59 Oral Exercises
Sentence convey meaning clearly wordchoice and style to the - Discussing meanings of options
Completion andwith facility purpose, situation, audience and
- Completing sentences
content ofthe written or spoken
discourse
Monthly Assessment

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 21

GENERAL EVALUATION
TOPIC/ SUB- CONTENT ACTIVITY RESOURCE
TOPIC OBJECTIVE STRATEGY
Grammar: Students will know how A Modifier is a word or phrase which describes - Reviewing concept English For All pg. 73 Written exercises
- Discussing example s
USAGE – The to correct Dangling another word or phrase in the sentence. The - Completing exercises
Dangling Modifiers to reduce -
Dangling Modifier is a word or phrase that has no Discussing exercises
Modifier ambiguity in sentences word to modify or describe in a sentence.
Informative Students will Reading ‘between the lines’ (a critical skill) is - Reading text English for All pp. 302, 303 Oral Discussions.
Discourse: understand how to usedin interpreting information presented
(Comprehension) extract information indirectly. - Discussing text
-Advertisements implied by reading
between the lines. Text: Exploring the Language of - Answering questions
Persuasion-Advertisement based on text
Grammar Students will The Comparative Form- The comparative - Discussing adjectives English for All pp. 294- Written exercises
and recognize how to use form of the modifier is used to compare the 296
Mechanics- the comparative and differences between two things, persons, - Comparing adjectives
Expressing superlative forms of events, etc.
- Correcting errors in
comparisons adjectives
The Superlative Form – The superlative
comparison
form is used to compare three ormore things,
persons, events, etc. It describes the upper or
lower limit of quality.
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 22

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA- Oral Students will understand The student should deliver a brief overview of the - Discussing the format Students’ ideas Written exercises
Presentation how tostructure their oral presentation including the genre chosen, the ofthe oral presentation and plans
Plan presentation plan sources used and a comment on the kind of - Discussing features
language used. ofthe presentation Sample Plans
- Writing plan
- Submitting plan
Argumentative Students will be mindful of Persuasion is the art of gaining favourable and fair - Discussing techniques English for All Oral discussions
Discourse: the range of techniques of consideration for your point of view. It is often pp. 342- 343
- Identifying examples
Techniques used persuasion employed in done through the techniques of Appeals to A
oftechniques
topersuade social intercourse and by the authority, desires, fears and other emotions; useof Comprehensive
- Discussing their
mass media statistics; association of ideas; contrast, ridicule; English Course
effectiveness
and strive to assess their rhetorical questions and other language bk. 4, pp. 268, 280
- Discussing examples
argumentative effects devices
Grammar- Students will develop the Reconstruct the original sentence by followingthe - Discussing sentences English for All Written exercises
Construction ability to reconstruct directions given. - Discussing examples pg. 171
Shift sentences followinggiven We have no choice but to refer you to the - Reconstructing
sentences Past CSEC
guidelines disciplinary committee.
Paper 1
Begin with: You leave us no choice.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 23

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Comprehension Students will strive to Advertisements: - Analyzing advertisements English for All pg. Written exercises
: evaluate theeffectiveness - Discussing advertisements 306
Advertisements of languagedevices used  ‘Car Enthusiasts’ - Responding to questions A Comprehensive
to persuade on advertisements English Course bk. 4,
 ‘Escape to Tranquility’ pp. 289-290

 “The New Washa”

Argumentative Students will understand Purpose of advertisements - Reviewing techniques used to English for All pp. Oral Presentation
persuade 304- 305
Discourse: how to use persuasive
 To provide information about a product
Advertisement techniques to create - Selecting a product or service A Comprehensive
 To persuade someone or a group to English Course bk. 4,
advertisements of their own.
purchase a product or service - Creating advertisements pp. 288-289

- Presenting advertisements
Language of Persuasion
Grammar: Pronoun Students will appreciate how Pronouns that refer to specific persons - Reviewing the concept of English for All pp. Written Exercises
Reference to convey meaning clearly or things are definite. pronouns 220- 221
with facility. Pronouns that do not refer to specific - Identifying pronouns and
persons or things are indefinite their antecedents
pronouns - Correcting errors in pronoun
reference
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 24

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
SBA: Oral Students will develop A personal response related to an - Reviewing the oral presentation Students’ created Oral Presentation.
plan pieces
Presentation proficiency in the art of issue/topic/ theme/ event should
public speaking. be delivered orally in 3 to 5 - Making an oral presentation.
minutes.
Comprehension Students will grasp insights Text: Street Children - Reading text English for All pp. Written exercises
224,
from reading texts
229
A Newcome - Discussing text

- Responding to questions on text

Unit 14 A Comprehensive
English Course bk.
Flowers 4,
pp. 153, 155

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 25

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Argumentative Students will develop the The Persuasive Essay - Reading sample persuasive essays English for All Written exercises
Discourse: The ability to communicate  Introduction- topic, position, pg.342
- Identifying techniques used in essay
Persuasive personal opinions clearly reasons
- Drafting introductions for persuasive A
Essay and cogently in language Oral presentations
 Body- reasons developed essays Comprehensive
whichpersuades or
English Course
 Conclusion – brings closure to the
dissuades bk. 4, pg. 269
essay
effectively
Vocabulary: Students will be aware of Denotation is the meaning given in - Dictionary boxing to find English for All Written Exercises
Denotation thedifferences between thedictionary to an object without any denotativemeanings of words pg. 93
and denotative and emotional association or
Connotation connotativelanguage; suggestiveness. It is the literal - Word study to determine the
meaningof the word. connotative meaning of A
words. Comprehensive
Connotation refers to the emotional English Course
associations- what the word suggests - Sentence completion exercises. bk. 4, pp. 92-93,
toour senses and imaginations. - Word scramble/search 184
Monthly Assessment

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 26

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Argumentative Students will strive to The Persuasive Essay appeals to: - Discussing devices English for All pg. Written Exercises
342
Discourse: evaluate theeffectiveness  Authority - Writing essays using devices
Persuasive of languagedevices used  Desires - Presenting persuasive essays
essay to persuade  Fears andother emotions. - Discussing persuasive essays
It makes use of:
 Statistics
 Association of ideas
 Contrast
 Ridicule etc.
Informative Students will develop Passage: Disasters - Reading passages English for All pg. 211 Written exercises
Discourse: theability to extract - Discussing passages
Comprehension information accurately. Passage: Science and Technology and questions A Comprehensive
English Course bk. 4,
- Answering questions pg. 194

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Grammar: Students will become The tense of a verb must logically - Identifying verbs in sentences English for All pp. Written exercises
Sequenceof Tenses awareof the logical indicate the time and extent of an 208-209
relationship between verbs action or a state of being. - Discussing the function of verbs
in a sentence
- Correcting errors in
verbsequence

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 27

EVALUATION
TOPIC GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
STRATEGY
SBA-Reflection 3 Students will appreciate The third entry should state - Reflecting on the SBA process Students’ Written exercises
how the entire SBA howthe process of doing the experiencesduring
processhelped them to SBA helped the student to - Discussing areas of growth the SBA process
become a better person become a better person.
- Writing reflection

-submitting reflection
Grammar: Usage Students will develop Usage: - Reviewing spelling rule English Alive bk. 4, Written exercises
theability to recognize  Spelling ‘i’ before the ‘e’ rule. pp. 35-36
and correct errors in - Reviewing agreement rule
usage. Agreement Problems: Developing
 A verb must agree with its subject.- Identifying errors in sentences LanguageSkills pg.
322
- Discussing errors in sentences
A Comprehensive
- Correcting errors in sentences English Course bk.
4, pg. 51

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 28

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will develop the Notices are information sent to - Reading notices in newspapers A Comprehensive Written exercises
Discourse; ability to extract members within a particular - Discussing content and English Course bk.
Notices information accurately organization informing them of structureof notices 4, pg. 235
and organize same. a particular issue. - Preparing notices of meetings
Grammar: Students will recognize A modifier is a word or phrase - Discussing modifiers English for All pg. 58 Written exercise
Syntax-The thatmisplaced modifiers thatdescribes another word or
- Identifying modifiers in
misplaced can affect sentence phrase. A modifier should be
sentences
modifier meaning. placed near the word it is intended
to modify tomake the meaning - Correcting misplaced modifiers
clearer
Comprehension Students will increase It is important to understand why - Reading poem English for All pg. 160 Written Discussion
: their potential to detect a particular device such as a pun, - Discussing poem
Poetry and assess the innuendo, exaggeration, irony or - Identifying examples of A Comprehensive
appropriate use of symbolism is used and its effect devicesin the poem. English Course bk.
devices; onmeaning. - Discussing devices 4, pg. 155

Poem: Landscape Painter Jamaica

Poem: Flowers

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 29

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will develop The Memo is a brief document - Discussing purposes of memos English for All pg. Oral
232
Discourse: theability to frequently used to convey - Discussing the format of memos
Memos communicate information about routine - Studying given scenarios Discussions
information clearly and mattersin the world of work. - Preparing memos
concisely through Written
inappropriate language.
exercises

Grammar: Usage Students will develop the The case of a pronoun is the - Reviewing uses of the pronoun English for All pg. Written Exercises
235
(Pronoun ability to recognize errors formit takes depending on its - Reviewing cases of pronouns
Reference inpronoun reference and use or role within the sentence - Identifying errors in
correct the same. pronounreference
- Discussing errors
- Correcting errors

Page 42 of 52
 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 30

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Argumentative Students will demonstrate Checklist for assessing -Analyzing statements English for All pg. 318 Oral presentations
Discourse: The the ability to employ, persuasiveessay
Persuasive wherever necessary, a -Constructing essays
Essay rangeof persuasive Generalization and A Comprehensive
techniques foremotional supportingstatements in -Presenting essays English Course bk.
impact; arguments 4, pg. 300
Grammar: Students will become Transitional markers used for -Discussing transitional markers English for All pg. Written exercises
222
Transitiona aware that transitional  Support
lMarkers words are used for  Conclusions -Writing sentences
different purposes  Contrasting view usingtransitional
markers

-Discussing the use of markers

Monthly Assessment

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 31

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Vocabulary: Students will understand Types of Context Clues - Discussing types of context English for All pp. Oral Discussions
clues
Context how context clues can  Contextual 47,48
-Looking at unfamiliar words
Clues helpto provide hints in  Synonym
insentences
figuringout meanings.  Antonym
-Using context clues to decode
 Example
meanings.
Comprehension Students will demonstrate Passage: Food - Reading passage English for All pp. Written exercises
an understanding of how 96,97
context clues can aid in Passage: - Discussing passage
understanding texts World Environmental Day A Comprehensive
- Answering questions on a English Course bk.
passage. 4, pg. 153
Written Students will appreciate Imagery, on the whole, helps us - Discussing types of imagery A Comprehensive Written exercises
Expression: how the use of imagery toexperience a situation more English Course bk.
Descriptive canmake descriptions vividly. - Selecting topics 4, pp. 28-30
Writing - Imagery vivid
Types of imagery - Writing English for All pp.
descriptive 52-55
paragraphs /
Essays
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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 32

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will appreciate Elements of the - Reviewing elements of Selected Narrative Written exercise
Discourse: recognizing andrespondingto story: thestory Writing stimuli
Narrative Writing the appropriateness or  Plot - Discussing stimuli
otherwise of the medium  Point of view - Writing stories
 Setting - Submitting stories
 Character
 Theme
Grammar: Students will develop an A Synonym is a word that is similar -Dictionary search A Comprehensive Written exercise
Synonyms appreciation for words inmeaning to another word. -Discussions on words English Course bk. 4,
andtheir substitutes andmeanings pp. 113-114
- Completing exercises English for All pg. 261
SBA Students showcase Each student will create a Portfolio on - Editing SBA Students’ SBA Written exercises
their editing skills by an issue/topic/theme/event selected by
perfecting their the students in the group and approved- Submitting SBA
SBAs for by the teacher.
submission. The issue/topic/theme/event selected
shouldallow for meaningful research
and presentation.

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 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 33

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informative Students will become The Summary presents the -Reading passages English for All pg. 249 Written exercises
Discourse: proficient in basicmeaning of a longer piece -identifying main ideas
SummaryWriting communicating factual of information in language that -Paraphrasing and
information, concisely, and is different from the original combiningmain ideas A Comprehensive
adequately insummaries -Writing summaries English Course bk. 4,
pg. 320
Grammar: Students will master the Construction shift requires that -looking at sentences English for All pp. Written Exercises
Construction skills to reconstruct youreconstruct given sentences by -discussing meanings 222, 238
Shift sentences based on the shifting words around without -discussing instructions
information given. changing the meaning of the -reconstructing sentences
sentence
Informative Students will become Syntax – how words are - Reading poems A Comprehensive Oral presentations
Discourse: knowledgeable of the ordered and connected to form English Course bk.
- Discussing poem
Comprehension effective use of phrases orsentences with a 4, pp. 95, 96
- Identifying shifts in the poem
- Poetry adjectives,word particular meaning
combinations, and Poem: Flowers by Dennis - Identifying unusual words in
unusual turns of a phrase. Craig apoem
Poem: An Old Jamaican - Responding to questions based
woman on a poem.
thinks about the hereafter
Page 46 of 52
 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
WEEK 34

EVALUATION
TOPIC/ SUB- GENERAL OBJECTIVE CONTENT ACTIVITY RESOURCE
TOPIC STRATEGY
Informativ Students will know how to  Letters - Reading scenarios A Comprehensive English Written
exercises
e extract information  Emails Course bk. 4, pp. 336-
Discourse accurately and  Reports - Discussing scenarios 337,
communicatethe same for 243-246
informative purposes. - Writing reports, letters, emails English for All pp. 147, 217
Past CSEC Paper 2
Grammar and Students will develop the Sentence completion requires - Discussing sentences English for All pp. 210, 278 Written
exercises
Mechanics: ability to convey thatappropriate diction matches
Sentence meaningclearly and with wordchoice and style to the - Discussing options A Comprehensive
Completion facility purpose, situation, audience and EnglishCourse bk. 4, pp.
content of - Completing sentences 102-103
the written or spoken discourse
Comprehension: Students will understand Comprehension occurs at three - Reading extracts English for All pp. 279- 281 Written
Understanding exercises
how to extract levels.
informationaccurately by As the first level of - Discussing extracts A Comprehensive
recognizing facts stated questioning, this requires a EnglishCourse bk. 4, pp.
implicitly basicunderstanding of - Answering questions based on based 84-85
information presented directly
in language to be taken
literally.
Page 47 of 52
 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

WEEK 35

GENERAL EVALUATION
TOPIC/ CONTENT ACTIVITY RESOURCE
SUB-TOPIC OBJECTIVE STRATEGY
Argumentative Students will be tactful The effects of rhetorical - Discussing topic A Comprehensive Written presentations
Discourse in presenting a questions,repetitions, hyperbole, English Course bk. 4, pp.
persuasive argument litotes, irony, sarcasm, paradox, - Selecting points 314-317
using justifiable oxymoron, pathetic fallacy, Oral presentations
techniques rhymeand other devices of sound, - Writing essays English for All pp. 286-
and figurative language in 312
persuasion should not be - Presenting essays
discredited
Vocabulary Students will become  Mixed - Reading sentences English for All pp. 114, Written exercises
aware of errors in 130, 256, 170
usage Metaphor - Identifying usage errors
A Comprehensive
 Clichés - Correcting errors English Course bk. 4, pp.
101-102,
 Redundancies 79-80, 81,93

Monthly Assessment
Page 48 of 52
 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10
Additional reading materials https://caribexams.org/node/842

https://csecenglishmadeeasy.com/2022/02/csec-english-a-narrative-writing/

https://www.youtube.com/watch?v=5aWZec3RewY

https://video.search.yahoo.com/search/video?fr=mcafee&ei=UTF-
8&p=summary+writing+for+cxc+you+tube&type=E210US1451G0#id=2&vid=a25db5baae536b055f473360f336f3e6&action=view

https://thinkandwriteforcsecenglish.com/2022/11/21/persuasive-writing/
https://www.ef.com/en/english-resources/english-grammar/comparative-and-superlative/

Page 49 of 52
 NATIONAL SCHEME FOR SECONDARY SCHOOLS
Curriculum Area: English A GRADE 10

Note for ALL teachers:

1. Where possible, refer to past papers to give Grades ‘C’ and ‘D’ schools the opportunity to practice with content and concepts
2. Use this weekly breakdown together with the CSEC Syllabus
3. The recommended textbooks are not the only text you can use to give students practice exercises; use any English textbook that is relevant and appropriate to the content/concept
and the level of the students.
4. Seek out topics with the appropriate content for the students to gain practice.
5. If teachers have tested students’ competence in the objectives and the students are successful, then the teacher may move on or give students additional work on the objectives to test
their skills.
6. This scheme is a guide. The teaching-learning process should be done to accommodate the level of the students.

Page 50 of 52