Language and Literature

MYP 4 Criteria + Common Core State Standards

- Analysing i. identify and comment ii. identify and iii. justify information and iv. identify similarities
upon significant aspects comment upon the ideas, using examples, and differences in
of texts creator`s choices explanations and terminology features within
and between texts.
Common Core
State Standards

Reading Standards  Cite strong and  Analyze how  Analyze how an author  Analyze the representation of a
for Literature thorough textual an author’s draws on and transforms subject or a key scene in two
evidence to choices source material in a different artistic mediums, including
support analysis of concerning specific work (e.g., how what is emphasized or absent in each
what the text says how to Shakespeare treats a treatment (e.g., Auden’s “Musée des
explicitly as well as structure a theme or topic from Ovid Beaux Arts” and Breughel’s
inferences drawn text, order or the Bible or how a later Landscape with the Fall of Icarus).
from the text. events within author draws on a play by
 Determine a theme it (e.g., parallel Shakespeare).
or central idea of a plots), and
text and analyze its manipulate  Determine the meaning of
development over time (e.g., words and phrases as they
the course of the pacing, are used in a text,
text; provide an flashbacks) including figurative and
objective summary create such connotative meanings;
of the text. effects as analyze the cumulative
mystery, impact of specific word
tension, or choices on meaning and
surprise. tone (e.g., how the
 Analyze how language evokes a sense
complex characters  Analyze a of time and place; how it
(e.g., those with particular sets a formal or informal
multiple or point of view tone).
conflicting or cultural  By the end of the year,
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 motivations) experience read and comprehend
develop over the reflected in a literature, including
course of a text, work of stories, dramas, and
interact with other literature from poems, in the grades 9–10
characters, and outside the text complexity band
advance the plot or United States, proficiently, with
develop the theme. drawing on a scaffolding as needed at
wide reading the high end of the range.
of world  Draw evidence from
literature. literary or informational
texts to support analysis,
reflection, and research.
a. Apply grade 7 Reading
standards to literature
(e.g., “Compare and
contrast a fictional
 Delineate a portrayal of a time, place,
speaker’s or character and a
argument and historical account of the
specific claims, same period as a means
evaluating the of understanding how
soundness of the authors of fiction use or
reasoning and the alter history”). b. Apply
relevance and grade 7 Reading standards
sufficiency of the to literary nonfiction (e.g.
evidence. “Trace and evaluate the
argument and specific
claims in a text, assessing
whether the reasoning is
sound and the evidence is
relevant and sufficient to
support the claims”).
Reading Standards  Cite strong and  Analyze how the Determine a central idea of a text  Analyze various accounts of a subject told
for Informational thorough textual author unfolds an and analyze its development in different mediums (e.g., a person’s life
Text evidence to support analysis or series of over the course of the text, story in both print and multimedia),
analysis of what the text ideas or events, including how it emerges and is determining which details are
says explicitly as well as including the order in shaped and refined by specific emphasized in each account.

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 inferences drawn from which the points are details; provide an objective
the text. made, how they are summary of the text.
 Determine the introduced and Delineate and evaluate the
meaning of words and developed, and the argument and specific claims in 
phrases as they are used connections that are a text, assessing whether the  By the end of the year, read and comprehend
in a text, including drawn between reasoning is valid and the literary nonfiction in the grades 9–10 text
figurative, connotative, them. evidence is relevant and complexity band proficiently, with
and technical meanings;  Analyze in detail how sufficient; identify false scaffolding as needed at the high end of the
analyze the cumulative an author’s ideas or statements and fallacious range.
impact of specific word claims are developed reasoning. 
choices on meaning and and refined by
tone (e.g., how the particular sentences,
language of a court paragraphs, or larger
opinion differs from that portions of a text
of a newspaper). (e.g., a section or
chapter).
 Analyze seminal U.S.
documents of historical  Determine an
and literary author’s point of
significance including view or purpose in a
how they address text and analyze how
related themes and an author uses
concepts. rhetoric to advance
that point of view or
purpose.
B- Organizin i. employ ii. organise iii. use referencing and
g organisational opinions and formatting tools to create a
structures that serve ideas in a logical presentation style suitable
the context and manner to the context and
intention. intention.
Writing Standards 1. Write arguments to  Present claims and Conduct short as well as more
support claims with clear findings, sustained research projects to
reasons and relevant emphasizing salient answer a question (including a
evidence. points in a focused, self-generated question) or
coherent manner solve a problem; narrow or
a. Introduce precise with pertinent broaden the inquiry when
claim(s), distinguish the descriptions, facts, appropriate; synthesize multiple
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 claim(s) from alternate or details, and sources on the subject,
opposing claims, and examples; use demonstrating understanding of
create an organization that appropriate eye the subject under investigation.
establishes clear contact, adequate
relationships among volume, and clear Conduct short research projects
claim(s), counterclaims, pronunciation. to answer a question, drawing
reasons, and evidence. on several sources and
refocusing the inquiry when
b. Develop claim(s) and appropriate.
counterclaims fairly,
supplying evidence for Gather relevant information
each while pointing out the from multiple print and digital
strengths and limitations of sources; assess the credibility of
both in a manner that each source; and quote or
anticipates the audience’s paraphrase the data and
knowledge level and conclusions of others while
concerns. avoiding plagiarism and
providing basic bibliographic
c. Use words, phrases, and information for sources.
clauses to link the major
sections of the text, create Include multimedia components
cohesion, and clarify the and visual displays in
relationships between presentations to clarify claims
claim(s) and reasons, and findings and emphasize
between reasons and salient points.
evidence, and between
claim(s) and counterclaims.

d. Establish and maintain a

formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
e. Provide a concluding
statement or section that
follows from and supports

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 the argument presented.
 Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and information
through the selection,
organization, and analysis
of relevant content.
a. Introduce a topic clearly,
previewing what is to
follow; organize ideas,
concepts, and information,
using strategies such as
definition, classification,
comparison/contrast, and
cause/ effect; include
formatting (e.g., headings),
graphics (e.g., charts,
tables), and multimedia
when useful to aiding
comprehension.

b. Develop the topic with

relevant facts, definitions,
concrete details,
quotations, or other
information and examples.
c. Use appropriate
transitions to create
cohesion and clarify the
relationships among
ideas and concepts.
d. Use precise language
and domain-specific
vocabulary to inform
about or explain the

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 topic.
e. Establish and maintain
a formal style. f. Provide
a concluding statement
or section that follows
from and supports the
information or
explanation presented.

 Write narratives to
develop real or
imagined experiences
or events using
effective technique,
relevant descriptive
details, and well-
structured event
sequences.
a. Engage and orient
the reader by
establishing a context
and point of view and
introducing a narrator
and/or characters;
organize an event
sequence that unfolds
naturally and logically.
b. Use narrative
techniques, such as
dialogue, pacing, and
description, to develop
experiences, events,
and/or characters. c. Use
a variety of transition
words, phrases, and
clauses to convey
sequence and signal

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 shifts from one-time
frame or setting to
another. d. Use precise
words and phrases,
relevant descriptive
details, and sensory
language to capture the
action and convey
experiences and events.
e. Provide a conclusion
that follows from and
reflects on the narrated
experiences or events.
 Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
a. Apply grade 7
Reading standards to
literature
(e.g., “Compare and
contrast a fictional
portrayal of a time,
place, or character and a
historical account of the
same period as a means
of understanding how
authors of fiction use or
alter history”).
b. Apply grade 7 Reading
standards to literary
nonfiction (e.g. “Trace
and evaluate the
argument and specific
claims in a text, assessing
whether the reasoning is

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 sound and the evidence is
relevant and sufficient to
support the claims”).
D- C- Producing Texts i. produce texts that ii. make stylistic G- iii. select relevant details and
demonstrate thought choices in terms of examples to support ideas.
and imagination while linguistic, literary and
exploring new visual devices,
perspectives and ideas demonstrating
arising from personal awareness of impact
engagement with the on an audience
creative process.
Writing Standards  Write  Use technology,  Produce clear and coherent
informative/explanatory including the writing in which the
texts to examine and Internet, to development, organization,
convey complex ideas, produce and and style are appropriate to
concepts, and publish writing and task, purpose, and audience.
information clearly and link to and cite
accurately through the sources as well as  Develop and strengthen writing
effective selection, to interact and as needed by planning, revising,
organization, and collaborate with editing, rewriting, or trying a
analysis of content. others, including new approach, focusing on
linking to and citing addressing what is most
a. Introduce a topic; sources. significant for a specific purpose
organize complex ideas, and audience.
concepts, and information
to make important
connections and
distinctions; include  Use technology, including the
formatting (e.g., headings), Internet, to produce, publish,
graphics (e.g., figures, and update individual or shared
tables), and multimedia writing products, taking
when useful to aiding advantage of technology’s
comprehension. capacity to link to other
b. Develop the topic with information and to display
well-chosen, relevant, and information flexibly and
sufficient facts, extended dynamically
definitions, concrete
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 details, quotations, or
other information and
examples appropriate to
the audience’s knowledge
of the topic.
c. Use appropriate and
varied transitions to link
the major sections of the
text, create cohesion, and
clarify the relationships
among complex ideas and
concepts.
d. Use precise language
and domain-specific
vocabulary to manage the
complexity of the topic.
e. Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
f. Provide a concluding
statement or section that
follows from and supports
the information or
explanation.

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

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 a. Engage and orient the
reader by setting out a
problem, situation, or
observation, establishing
one or multiple point(s) of
view, and introducing a
narrator and/or characters;
create a smooth
progression of experiences
or events.
b. Use narrative
techniques, such as
dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences,
events, and/or characters.
c. Use a variety of
techniques to sequence
events so that they build
on one another to create a
coherent whole.
d. Use precise words and
phrases, telling details, and
sensory language to convey
a vivid picture of the
experiences, events,
setting, and/or characters.
e. Provide a conclusion that
follows from and reflects
on what is experienced,
observed, or resolved over
the course of the narrative.

 presented (e.g.,
articulating implications
or the significance of

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 the topic).With some
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach,
focusing on how well
purpose and audience
have been addressed.
(Editing for conventions
should demonstrate
command of Language
standards 1–3 up to and
including grade 7 on
page 53.)
H- D- Using Language i. use ii. write and iii. use correct iv. spell v. use appropriate
appropriate and speak in an grammar, syntax and (alphabetic non-verbal
varied appropriate punctuation languages), write communication
vocabulary, register and style (character techniques.
sentence languages) and
structures and pronounce with
forms of accuracy
expression
Speaking and  Use knowledge of  Engage effectively  Demonstrate command of the  Demonstrate  Adapt speech
Listening language and its in a range of conventions of standard command of the to a variety of
Standards conventions when collaborative English grammar and usage conventions of contexts and
writing, speaking, discussions (one- when writing or speaking. standard English tasks,
reading, or listening. a. on-one, in groups, a. Explain the function of capitalization, demonstrating
Choose language that and teacher-led) phrases and clauses in general punctuation, and command of
expresses ideas with diverse and their function in specific spelling when formal English
precisely and concisely, partners on grade 7 sentences. writing. a. Use a when
recognizing and topics, texts, and b. Choose among simple, comma to indicated or
eliminating wordiness issues, building on compound, complex, and separate appropriate.
and redundancy. * others’ ideas and compound-complex sentences coordinate (See grade 7
 Determine or clarify the expressing their to signal differing relationships adjectives (e.g., Language
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 meaning of unknown own clearly. among ideas. It was a standards 1
and multiple-meaning a. Come to c. Place phrases and clauses fascinating, and 3 on page
words and phrases discussions within a sentence, recognizing enjoyable movie 53 for specific
based on grade 7 prepared, having and correcting misplaced and but not He wore expectations.)
reading and content, read or researched dangling modifiers.* an old [,] green
choosing flexibly from a material under shirt).
range of strategies. study; explicitly b. Spell
a. Use context (e.g., the draw on that correctly.
overall meaning of a preparation by
sentence or paragraph; referring to
a word’s position or evidence on the
function in a sentence) topic, text, or issue
as a clue to the meaning to probe and reflect
of a word or phrase. on ideas under
b. Use common, grade- discussion. b.
appropriate Greek or Follow rules for
Latin affixes and roots collegial
as clues to the meaning discussions, track
of a word (e.g., progress toward
audience, auditory, specific goals and
audible). c. Consult deadlines, and
reference materials define individual
(e.g., dictionaries, roles as needed.
glossaries, thesauruses), c. Pose questions
both print and digital, to that elicit
find the pronunciation elaboration and
of a word or determine respond to others’
or clarify its precise questions and
meaning or its part of comments with
speech. relevant
d. Verify the preliminary observations and
determination of the ideas that bring the
meaning of a word or discussion back on
phrase (e.g., by topic as needed.
checking the inferred d. Acknowledge
meaning in context or in new information
a dictionary). expressed by

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 others and, when
 Demonstrate warranted, modify
understanding of their own views.
figurative language,
word relationships, and
nuances in word
meanings.
a. Interpret figures of
speech (e.g., literary,
biblical, and
mythological allusions)
in context. b. Use the
relationship between
particular words (e.g.,
synonym/antonym,
analogy) to better
understand each of the
words.
c. Distinguish among
the connotations
(associations) of words
with similar
denotations
(definitions) (e.g.,
refined, respectful,
polite, diplomatic,
condescending).
 Acquire and use
accurately grade-
appropriate general
academic and domain-
specific words and
phrases; gather
vocabulary knowledge
when considering a
word or phrase
important to

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 comprehension or
expression.

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