Example 4: Language and literature objectives/concepts table
MYP year 1
In order to:
A Analyse text
i. Identify and comment upon
significant aspects of texts
ii. Identify and comment upon
the creator’s choices
Students need to understand that:
Texts are made up of different
features and analysing a text
involves being able to identify the
significant features and comment on
them
Creators make conscious choices
when producing text
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Sequence events in a story to demonstrate the narrative arc
Identify how the character appears and what they do in the narrative
Identify similarities between texts—happy ending, hero, villain and climax
Identify some persuasive techniques in advertising
Map plot
Map characters
Compare and contrast texts
Create passages to insert into texts
Persuasive text (letter to the editor): Identify the linguistic and literary features and
comment upon the purpose of the text
Create an image/collage that illustrates the way they felt at the end of the story
Discuss: “Which characters do you like or dislike? Why?”
Identify for whom each of a range of given text types was written
Compare two texts created about the same topic but for different audiences
Identify the linguistic and literary features of a letter to the editor and give a
personal response to the writer’s intent and choices
 In order to:
iii. Justify opinions and ideas,
using examples, explanations
and terminology
iv. Identify similarities and
differences in features within
and between texts
B Organize (ideas and opinions)
i. Employ organizational
structures that serve the context varies according to the genre,
and intention
Students need to understand that:
Opinions and ideas need to be
supported with examples and
explained using appropriate
terminology
Similarities and differences exist
between and within texts
The organizational structure of texts
purpose and audience
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Discuss: “Which characters do you like or dislike? Where do you find information
in the text that gives you a reason for your feeling?”
Annotate text and/or use colour coding to identify examples, terminology and
explanations
Map out analytical responses
Study formulas for analysis
Study analytical terminology
Model analytical essays
Explore exemplar essays
Identify the point of view used in a letter to the editor, using accurate terminology
Work in groups to identify similarities and differences in a range of texts
Study a range of short stories within one genre and identify the similarities
Study two texts from different genres and identify features that are similar and different
Compare and contrast letters to the editor (possibly from different newspapers)
and identify features that are similar and different
Compare: 1) instructions for making a simple toy, 2) letter to Mum and Dad from
camp, 3) cartoon strip—look at how each one is structured to perform its purpose,
then compare and contrast all three
Highlight the organizational structure in a provided paragraph and then write their
own paragraph on a given topic modelled on this structure
Write poetry in different styles
Write letters for different purposes and audiences
Write a personal account or diary
Within the context of a local community issue, view varied letters to the editor to
identify how they are organized as well as their purpose and audience
 In order to:
ii. Organize opinions and ideas in
a logical manner
iii. Use referencing and formatting
tools to create a presentation
style suitable to the context and
intention
C Produce text
i. Produce texts that
demonstrate thought and
imagination while exploring
new perspectives and ideas
arising from personal
engagement with the creative
process
ii. Make stylistic choices in
terms of linguistic, literary and
visual devices, demonstrating
awareness of impact on an
audience
Students need to understand that:
To communicate clearly, ideas and
opinions need to be ordered in a
logical way
Ideas and information gathered from
sources need to be referenced and
formatted correctly according to the
purpose and context
Creators of texts can explore and
consider ideas in new ways through
personal engagement with the
creative process
Creators make stylistic choices to
produce an impact on the audience
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Organize their ideas and opinions in the context of a letter to the editor, including:
address, salutation, introduction, body paragraphs and conclusion
Reassemble a letter to the editor that the teacher has cut into pieces
Un-jumble a persuasive text that has been cut into sections
Understand a basic narrative structure
Model how to order ideas and opinions in paragraph and essay writing
Use BibMe as a referencing tool
Model how to reference a source by writing a bibliography
Model how to quote from a text correctly
Be given all the different parts of information needed for a bibliography jumbled
up and put them in the right order
Write diary entries depicting a character’s point of view
Research an historical event and represent it as a narrative
Write a newspaper article based on a studied text
Gather ideas about issues in the local community and use these to produce an
original letter to the editor
Research the Elizabethan era, create a character suitable to this period in history,
and write a short story passage
Select a minor character in a novel and write a new scene from their point of view
Write a letter to the editor and make stylistic choices in terms of linguistic and
literary conventions—such as persuasive techniques, modals, sequencing
connectives—in order to persuade an audience
Write a poem, deliberately applying literary devices to create symbolism and
imagery for the reader
 In order to:
iii. Select relevant details and
examples to support ideas
D Use language
i. Use appropriate and varied
vocabulary, sentence structures
and forms of expression
ii. Write and speak in an
appropriate register and style
iii. Use correct grammar, syntax
and punctuation
Students need to understand that:
Ideas need to be supported with
relevant details and examples
Effective communication relies on
appropriate and varied use of
vocabulary, sentence structure and
forms of expression
The register and style of writing and
speaking needs to suit the audience
and purpose
Correct grammar, syntax and
punctuation are necessary for clear
communication
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Select relevant examples and evidence to justify their ideas and opinions when
writing a letter to the editor
Reading comprehension: Back up statements about characters with quotes from
the story
Create word walls
Explicitly study use of dictionary and thesaurus
Use grammar books
Explicitly study grammar
Complete instructional text activities
Practise writing and speaking in various text types and genres, for example:
• Panel discussions
• Persuasive writing
• Creative writing
• Letters
• Advertisements
• Eulogies
Proofread and edit
Practise writing simple, compound and complex sentences
Receive peer assessment
Receive teacher feedback
Write in a set register (using accent and dialogue)
 In order to:
iv. Spell (alphabetic languages),
write (character languages)
and pronounce with accuracy
v. Use appropriate non-verbal
communication techniques
Students need to understand that:
Correct spelling, character formation
and pronunciation are necessary for
clear communication
The use of appropriate non-verbal
techniques can enhance oral
communication
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Proofread and edit
Practise phonemes and graphemes with familiar and unfamiliar words
Complete spelling tests
Create personal spelling lists
Study spelling rules
Present using eye contact, appropriate stance and movement, and gestures,
comparing the effectiveness of communication with and without
MYP year 3
In order to:
A Analyse text
i. Identify and explain the
content, context, language,
structure, technique and style of
text(s) and explain the
relationships among texts
ii. Identify and explain the effects
of the creator’s choices on an
audience
iii. Justify opinions and ideas,
using examples, explanations
and terminology
iv. Interpret similarities and
differences in features within
and between genres and texts
B Organize (ideas and opinions)
i. Employ organizational
structures that serve the context varies according to the genre,
and intention
Students need to understand that:
Textual analysis involves identifying
and explaining the content, context,
language, structure, technique and
style, and explaining the
relationships among texts
Creators can make choices to
produce an effect on an audience
Opinions and ideas need to be
supported with examples and
explained using appropriate
terminology
Conclusions can be made regarding
the similarities and differences in
features within and between genres
and texts
The organizational structure of texts
purpose and audience
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Identify persuasive techniques in speeches
Identify the linguistic and literary features of a persuasive essay and comment
upon the purpose of the text
Read a short story and answer comprehension questions
Substitute language in a text to examine the change in effect
Identify and explain the linguistic and literary features of a persuasive essay and
give a personal response to the writer’s intent and choices
Annotate text and/or use colour coding to identify examples, terminology and
explanations
Hold table debates where they have to argue different points of view on the same
issue and support their opinions with examples
Identify accurate terminology, evaluate point of view and justify ideas, opinions
and evidence in a persuasive essay
Discuss characterization and gender roles in two texts from different socio-
historical contexts
Compare and contrast persuasive texts, identify relationships and literary and
linguistic conventions
Compare and contrast persuasive essay and letter to the editor
Construct a poem that follows a specific organizational structure for a particular
purpose, eg haiku, cinquain, ballad, limerick, etc
Write on a given topic using two different forms, eg feature article and poem
Prepare feature articles
 In order to:
ii. Organize opinions and ideas in
a coherent and logical manner
iii. Use referencing and formatting
tools to create a presentation
style suitable to the context and
intention
C Produce text
i. Produce texts that
demonstrate thought,
imagination and sensitivity while
exploring and considering
new perspectives and ideas
arising from personal
engagement with the creative
process
ii. Make stylistic choices in
terms of linguistic, literary and
visual devices, demonstrating
awareness of impact on an
audience
iii. Select relevant details and
examples to develop ideas
D Use language
Students need to understand that:
When ideas and opinions are
ordered in a logical and coherent
manner, communication is clear and
effective
Ideas and information gathered from
sources need to be referenced and
formatted correctly according to the
purpose and context
Creators of texts can explore and
consider ideas in new ways through
personal engagement with the
creative process
The linguistic, literary and visual
choices that creators make impact
on an audience
Ideas are developed through the use
of relevant details and examples
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Organize ideas and opinions in the context of a persuasive essay that includes:
introduction, body paragraphs, counter argument and conclusion
Write a persuasive essay that demonstrates a logical connection between each
idea
Develop a set of instructions
Compare and contrast the formatting and referencing style of persuasive essay
and letter to the editor
Practise how to cite quotations from a play (Act, scene, line)
Write a report that involves research and includes a reference list that is
formatted correctly as well as some in-text citations
Produce a persuasive essay that demonstrates personal voice, register and style
and includes a counter argument
Write a short story set in Elizabethan England and develop an authentic setting,
plot and characters by selecting and including details appropriate to that context
Make stylistic choices in terms of linguistic and literary conventions—such as
persuasive techniques, modals, sequencing connectives—in order to persuade
an audience
Write a poem, deliberately applying literary devices to create symbolism and
imagery for the reader
Select relevant examples and evidence to justify their ideas and opinions when
writing a persuasive essay or speech
 In order to:
i. Use appropriate and varied
vocabulary, sentence structures
and forms of expression
ii. Write and speak in an
appropriate register and style
iii. Use correct grammar, syntax
and punctuation
iv. Spell (alphabetic languages),
write (character languages)
and pronounce with accuracy
v. Use appropriate non-verbal
communication techniques
Students need to understand that:
Effective communication relies on
appropriate and varied use of
vocabulary, sentence structure and
forms of expression
The register and style of writing and
speaking needs to suit the audience
and purpose
Correct grammar, syntax and
punctuation are necessary for clear
communication
Correct spelling, character formation
and pronunciation are necessary for
clear communication
The use of appropriate non-verbal
techniques can enhance oral
communication
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Use a dictionary and thesaurus
Use a glossary
Use vocabulary lists
Use grammar books
Practise reading work in different register and tone to vary meaning
Deliver the same message orally to the class, pretending that they are speaking
to: 1) their friend, 2) their principal, 3) an unknown person or group of people
Proofread and edit
Receive peer edit and feedback
Complete cloze activities with grammatical, syntax and punctuation errors that
require fixing
Proofread and edit
Rehearse speeches in front of peers for feedback
Present using eye contact, appropriate stance and movement, and gestures,
comparing the effectiveness of communication with and without
Participate in debates, speeches, panel discussions, advertising campaigns,
PowerPoint presentations, performances and mime
MYP year 5
In order to:
A Analyse text
i. Analyse the content, context,
language, structure, technique
and style of text(s) and the
relationship among texts
ii. Analyse the effects of the
creator’s choices on an
audience
iii. Justify opinions and ideas,
using examples, explanations
and terminology
Students need to understand that:
In order to analyse a text, the
content, context, language, structure,
technique, style of text and the
relationship among texts need to be
deconstructed and interpreted in
detail
The creator’s choices can position
the audience to take on particular
values, attitudes and beliefs
Opinions and ideas need to be
supported with examples and
explained using subject-specific
terminology
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Identify persuasive techniques in speeches
Discuss the use of poetic devices in a range of poetry
Analyse characters’ motivation and values
Compare and contrast texts
Deconstruct a range of texts
Create passages to insert into texts
Demonstrate reading comprehension
Substitute language in a text to examine the change in effect
Read poetry to determine the impact of literary devices and experiment with
removing imagery and comparing effect
Deconstruct texts
Complete different readings of texts
Conduct comparative study of texts
Identify and explain the linguistic and literary conventions of feature articles and
give a personal response as to the writer’s intent and choices
Annotate text and/or use colour coding to identify examples, terminology and
explanations
Map out analytical responses
Study formulas for analysis
Study analytical terminology
Model analytical essays
Explore exemplar essays
 In order to: Students need to understand that: What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?

iv. Evaluate similarities and Making connections between the Discuss characterization and gender roles in two texts from different socio-
differences by connecting similarities and differences across historical contexts
features across and within and within genres and texts involves
Do a comparative exploration of texts
genres and texts critiquing the features in detail
Compare and contrast feature articles, identifying the connections between
features, literary and linguistic conventions
 In order to:
B Organize (ideas and opinions)
i. Employ organizational
structures that serve the context varies according to the genre,
and intention
ii. Organize opinions and ideas in
a sustained, coherent and
logical manner
iii. Use referencing and formatting
tools to create a presentation
style suitable to the context and
intention
C Produce text
i. Produce texts that
demonstrate insight,
imagination and sensitivity while
exploring and reflecting
critically on new perspectives
and ideas arising from personal
engagement with the creative
process
Students need to understand that:
The organizational structure of texts
purpose and audience
To communicate clearly, ideas and
opinions need to be consistently
ordered in a logical and coherent
manner
Ideas and information gathered from
sources need to be referenced and
formatted correctly according to the
genre, context and purpose
Creators of texts can explore and
reflect critically on ideas in new ways
through personal engagement with
the creative process
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Within the context of local, national or global issues, view and annotate examples
of feature articles and identify literary, linguistic and visual conventions—such as
persuasive techniques, layout of feature article, design elements—then compose
their own feature article to demonstrate understanding of linguistic, literary and
visual conventions of this informational text
Compare and contrast short story and newspaper article structures
Organize ideas and opinions in the context of a feature article, including:
headline, by-line, highlighted quotes, photo, font
Write a feature article that demonstrates a line of argument carried throughout,
building coherently one idea on the next
Compare and contrast the formatting and referencing style of short story and
newspaper article
Incorporate quotes into analytical response structures
Write a report that involves research and includes a reference list that is
formatted correctly as well as in-text citations and footnotes
Write a creative narrative from a character’s point of view
Write about one incident from multiple points of view
Change the genre and form of a text, for example, turning a poem into a cartoon
Write a feature article that demonstrates personal voice, register, style and
purpose
 In order to:
ii. Make stylistic choices in
terms of linguistic, literary and
visual devices, demonstrating
awareness of impact on an
audience
iii. Select relevant details and
examples to develop ideas
D Use language
i. Use appropriate and varied
vocabulary, sentence structures
and forms of expression
ii. Write and speak in a register
and style that serve the
context and intention
Students need to understand that:
The linguistic, literary and visual
choices that creators make impact
on an audience
Ideas are developed through the use
of relevant details and examples
Effective communication relies on
appropriate and varied use of
vocabulary, sentence structure and
forms of expression
The appropriate register and style of
writing and speaking depends on the
audience, context and purpose
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Write analytical essays
Creative writing: Include a statement of intent that justifies the choices made in
regards to linguistic, literary and visual devices and the intended impact on the
audience
Write feature articles
Complete language exercises
Study blending genres
Write an analytical essay, selecting effective quotations
Conduct research for feature articles
Annotate texts for relevant details and quotations
Use grammar books
Use thesaurus
Use glossary
Point of need explicit study of grammar
Complete creative writing
Write in different genres
Compare and contrast genres
Give oral presentations
Listen to famous speeches to recognize the application of register and style and
discuss: “How do they change in different contexts?”
Study debates, persuasive pieces, opinionative responses, expository writing and
presentations, advertising campaigns
 In order to:
iii. Use correct grammar, syntax
and punctuation
iv. Spell (alphabetic languages),
write (character languages)
and pronounce with accuracy
v. Use appropriate non-verbal
communication techniques
Students need to understand that:
Correct grammar, syntax and
punctuation are necessary for clear
communication
Correct spelling, character formation
and pronunciation are necessary for
clear communication
The use of appropriate non-verbal
techniques can enhance oral
communication
What will students do in the classroom to help them arrive at the
understandings and practise the skills necessary to meet the objectives?
Proofread and edit
Complete peer editing, peer assessment, teacher feedback, grammar exercises,
skills workbooks, knowledge quest, planning towards criteria, self-reflection
exercises
Complete cloze activities with grammatical, syntax and punctuation errors that
require fixing
Proofread and edit
Study spelling lists
Complete spelling tests
Rehearse speeches in front of peers for feedback
Present using eye contact, appropriate stance and movement, and gestures,
comparing the effectiveness of communication with and without
Participate in debates, speeches, panel discussions, advertising campaigns,
PowerPoint presentations, performances