Title of poem
BLOOM’S TAXONOMY LEARNING OBJECTIVES:
REMEMBERING: Give/explain the meaning of words in
context.
Identify/explain how meaning is enhanced
through choice of words and phrases.
UNDERSTANDING: • Retrieve and record information.
• Identify key details from the text.
Summarise main ideas from the text.
APPLYING: Identify how language, structure and
presentation contribute to meaning.
ANALYSING: Make comparisons within the text.
Predict what might happen from details
stated and implied.
EVALUATING: Evaluate how authors use language,
including figurative language, considering
the impact on the reader.
CREATING: • Make inferences from the text.
• Explain and justify inferences with
evidence from the text.
SUCCESS CRITERIA:
I can figure out the meaning of new words
and phrases.
I can understand words have more than
one meaning which affects how I use them.
I can gather information from a text to
defend my understanding of a situation.
I can summarise the main idea and
supporting details in my own words.
I can explain how a particular line connects
to the whole text.
I can find the similarities and differences
between two texts.
I can use many different comprehension
strategies to understand a text.
I can use my knowledge of language when
reading, evaluating and writing.
I can use evidence from the text and my
own experiences to support my thinking.
Text of the poem

Year 9 ROLL NUMBERS

1 The Charge of the Light Brigade Alfred Lord Tennyson 01-09
2 Kamekazi Beatrice Garland 10-18
3 Fear No More William Shakespeare 19-27
9B
1 10558 Abdul Rafay Ashfaq
2 10106 Abdullah Mohammed Rehan
3 9415 ASIYA MUHAMMAD ADIL
4 8711 ATHIYA OKSANA
5 8513 FALAHATH FAIROAS
6 7121 HANNAH SIKANDAR BUTT
7 6739 ISRA SAHANA
8 6930 JUAN DSOUZA
9 9861 Loku Doremure Gamage
10 7781 MAHAD  NAEEM
11 9731 MAHDHI RIYAZ IKRAM
12 6849 MALAIKA ABDUL QADIR
13 9937 MANAV MADHURAN
14 9391 MARYUM HASSAN
15 9201 MEHELIKA GHOSH
16 6863 METHMI SANOLI
17 9943 MOHAMMAD MOHSIN
18 9281 MOHAMMED AYAAN SHAREEL
19 10426 MUHAMMAD HASHIM FAHAD DAR
20 8461 NATHAN CHACKO JOHN
21 10151 Sahibjot Singh Sondh
22 6884 SAMEEHA MINHAJ SIDDIQUE
23 10126 Subhan Ali Arif Chawla
24 9903 TANISHKA SHAILESH SAWANT
25 6788 TASLEEM MOHAMMED KHATEEB
26 6789 TRISHA DEANNE LOBO
27 8450 UNAISA BILAL ABDULLAH
SESSION 1
REMEMBERING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
• Give/ STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
explain the EXPECTED Activity 1 Questions and Sample I can figure out
meaning of NPR (1-25) Answers (Teacher Support) •
words in STANINE 4 Printed Text and the meaning of
SAS Bands 89-96 new words and
Bloom’s context. EMERGING Activity 2 Printed Questions
NPR (26-39) (Work in Pairs) phrases.
Taxonomy of
Learning • Identify/ STANINE 5-6 Printed Text and
• I can
explain EXPECTED SAS Bands 97-111 Activity 3 Printed Questions understand
Recognise and how NPR (40-75) (Work Independently)
recall concepts meaning is STANINE 7-8 words have
Printed Text more than one
and facts. enhanced EXCEEDING SAS Bands 112-126 Activity 4 meaning which
through NPR (76-92)  (Work Independently)
affects how I
choice of STANINE 9 use them.
words and GIFTED AND SAS Bands >126 Activity 4 (Work Independently)
phrases. TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
SESSION 2
UNDERSTANDING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
EXPECTED Activity 1 Questions and Sample • I can gather
• Retrieve NPR (1-25) Answers (Teacher Support) information
and record STANINE 4 Printed Text and from a text to
information EMERGING SAS Bands 89-96 Activity 2 Printed Questions defend my
Bloom’s Taxonomy NPR (26-39) (Work in Pairs) understanding
• Identify key STANINE 5-6 Printed Text and of a situation.
of Learning details from
the text. EXPECTED SAS Bands 97-111 Activity 3 Printed Questions
Describe and NPR (40-75) (Work Independently) • I can
explain concepts. STANINE 7-8 summarise the
• Summarise Printed Text
main ideas EXCEEDING SAS Bands 112-126 Activity 4 main idea and
NPR (76-92)  (Work Independently) supporting
from the
text. STANINE 9 details in my
GIFTED AND SAS Bands >126 Activity 5 (Work Independently) own words.
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
REMEMBERING: ACTIVITY 1
Give/explain the meaning of words in context.
Words Denotative Meaning Connotative Meaning
1
2
3
4
5
6
7
8
9
10
UNDERSTANDING: ACTIVITY 1
Identify key details from the text.
Number the following events 1 – 10 to show the order in which they happen in the poem.
A
B
C
D
E
F
G
H
I
J

ANSWERS A B C D E F G H I J K L M
 UNDERSTANDING: ACTIVITY 2
Summarise main ideas from the text.
Use ‘FIVE FINGER RETELL’ strategy to summarise the main ideas of the poem. PROMPT
1 SOMEBODY Who is the main character? ………………...….. (character)
2 WANTED What did the character want? wanted …………....…
3 BUT What was the problem? (want), but ………….…….
4 SO How did the character try to solve the problem? (problem), so ……………..…..
5 THEN What was the resolution of the story? (solution), then ……………
(resolution).
IDEAS
1
2
3
4
5
SUMMARY
SESSION 3
APPLYING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
EXPECTED Activity 1 Questions and Sample
NPR (1-25) Answers (Teacher Support)
STANINE 4 Printed Text and
Bloom’s EMERGING SAS Bands 89-96 Activity 2 Printed Questions
Identify how NPR (26-39) (Work in Pairs)
Taxonomy of language, I can explain how
Learning STANINE 5-6 Printed Text and
structure and a particular line
presentation EXPECTED SAS Bands 97-111 Activity 3 Printed Questions connects to the
Use new NPR (40-75) (Work Independently)
knowledge in a contribute to STANINE 7-8 whole text.
meaning. Printed Text
situation. EXCEEDING SAS Bands 112-126 Activity 4
NPR (76-92)  (Work Independently)
STANINE 9
GIFTED AND SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
APPLYING: ACTIVITY 1
Identify how language, structure and presentation contribute to meaning.
Identify the poetry elements of the given poem.
N CRITERIA DESCRIPTION QUESTION
1 Genre The poem type or category What is the form of the poem?
2 Theme The moral, lesson or the central idea What is the poet trying to do in writing the poem?
3 Tone and Mood The general character of the poem How does the poem make you and the poet feel?
4 Context What prompted the poem to be written What are the circumstances that form the setting?
5 Perspective Speaker of the poem Who is speaking in the poem?
6 Point of View The position narrator takes in relation to the poem What is the position of the speaker?
7 Structure The physic of the poem: lines and stanzas What is the style or shape of the poem?
8 Rhyme Scheme The last syllable or two in lines of verse having a similar sound What is the rhyme scheme of the poem?
9 Purpose The reason for which the poem is written Why is the poem written?

ANSWERS
1 Genre
2 Theme
3 Mood and Tone
4 Context
5 Perspective
6 Point of View
7 Structure
8 Rhyme Scheme
9 Purpose
APPLYING: ACTIVITY 2
Identify how language, structure and presentation contribute to meaning.
Make a critical appreciation of the poem. Use the sentence frame.
As a matter of fact, the ………………..……… (genre) poem, “……………………………..……” (name of the poem) written
by ………………….…… (name of the poet) deals with ………………..….. (theme). Primarily, the poem’s overall mood
is …………….….. (mood), but the poet feels …………………… (tone). Actually, the poem is ……………..……..
(context). Notably, ………………….…… (perspective) in this poem in the ……….……..… (point of view) point of
view using the pronouns ………………..…. (list the pronouns). Additionally, this poem is structured as …………….
…….. (structure). More importantly, …………….…. (rhyme scheme). Surprisingly, the poet uses this poem
……………….… (purpose).

ANSWER:
SESSION 4
ANALYSING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
• Make EXPECTED Activity 1 Questions and Sample I can find the
compariso NPR (1-25) Answers (Teacher Support) •
ns within STANINE 4 Printed Text and similarities and
Bloom’s SAS Bands 89-96 differences
the text. EMERGING Activity 2 Printed Questions
Taxonomy of NPR (26-39) (Work in Pairs) between two
Learning texts.
• Predict STANINE 5-6 Printed Text and
Draw links what EXPECTED SAS Bands 97-111 Activity 3 Printed Questions I can use many
might NPR (40-75) (Work Independently) •
between happen STANINE 7-8 different
concepts and Printed Text comprehensio
other ideas. from EXCEEDING SAS Bands 112-126 Activity 4 n strategies to
details NPR (76-92)  (Work Independently)
understand a
stated and STANINE 9 text.
implied. GIFTED AND SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
ANALYSING: ACTIVITY 1
Make comparisons within the text.
Select two characters/situations/informations/texts to compare.

1
2
3
4
5
6
7

ANSWERS:

1
2
3
4
5
6
7
ANALYSING: ACTIVITY 2
Predict what might happen from details stated and implied.
1 Which of these is most likely to happen next? Explain your prediction with evidence from the text.
a) ……
b) ……

ANSWERS:
1
SESSION 5
EVALUATING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89 Activity 1
EXPECTED Part 1-2 Questions and Sample
• Evaluate NPR (1-25) Answers (Teacher Support)
how authors STANINE 4 Printed Text and
Bloom’s SAS Bands 89-96
use EMERGING Activity 2 Printed Questions
Taxonomy of NPR (26-39) (Work in Pairs) • I can use my
Learning language, knowledge of
including STANINE 5-6 Printed Text and
language when
Justify the figurative EXPECTED SAS Bands 97-111 Activity 3 Printed Questions reading,
language, NPR (40-75) (Work Independently)
use of a considering STANINE 7-8 evaluating and
concept or a Printed Text writing.
decision. the impact EXCEEDING SAS Bands 112-126 Activity 4
on the NPR (76-92)  (Work Independently)
reader. STANINE 9
GIFTED AND SAS Bands >126 Activity 5-6 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
EVALUATING: ACTIVITY 1
Evaluate how authors use language, including figurative language, considering the impact on the reader.
Use PEE (Point-Evidence-Explain) model to evaluate the poet’s use of figurative language in the poem.
FIGURATIVE P – POINT E – EVIDENCE E – EXPLAIN
1
2
3
4
EVALUATING: ACTIVITY 2
Evaluate how authors use language, including figurative language, considering the impact on the reader.
Follow the PEEL model to explain the reader impact of the use of …………….. in the poem.
PEEL MODEL SENTENCE STARTERS SENTENCE FRAME
P State the POINT • One of the language features used One of the language features used here
here in this poem is… in this poem is …………. (figurative
E Support with EVIDENCE • This is evidenced, for example, ... language) wherein …………... (point). This
• This is demonstrated, for instance… is evident, for example, in line number
E EXPLAIN the Evidence • This is effective because… …….………..….. (evidence - line number
• This would make the reader feel… and text). This is effective because
L LINK to remind your • All things considered… …………...…. (explain the evidence). Given
reader about your point. • Given these points… these points, ……... (link to reader
impact).

ANSWER: REPETITION
SESSION 6
CREATING OBJECTIVES LEANING LEVELS DATA DESCRIPTION TASKS SUPPORT SUCCESS CRITERIA
STANINE 1-3 Printed Text, Printed
WELL BELOW SAS Bands <89
EXPECTED Activity 1 Questions and Sample
NPR (1-25) Answers (Teacher Support)
Bloom’s STANINE 4 Printed Text and
Taxonomy of Make EMERGING SAS Bands 89-96 Activity 2 Printed Questions
NPR (26-39) (Work in Pairs) I can use evidence
Learning inferences from from the text and
the text/explain STANINE 5-6 Printed Text and
my own
Produce new and justify EXPECTED SAS Bands 97-111 Activity 3 Printed Questions experiences to
work that inferences with NPR (40-75) (Work Independently)
incorporates evidence from STANINE 7-8 support my
Printed Text thinking.
new the text. EXCEEDING SAS Bands 112-126 Activity 4
knowledge. NPR (76-92)  (Work Independently)
STANINE 9
GIFTED AND SAS Bands >126 Activity 5 (Work Independently)
TALENTED NPR (93-100) 

DESCRIPTION VERY LOW BELOW AVERAGE AVERAGE ABOVE AVERAGE VERY HIGH
STANINE 1 2 3 4 5 6 7 8 9
SAS BANDS <74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
NPR 1-4 5-12 13-25 26-39 40-60 61-75 76-88 89-92 93-100
IN SCHOOL WELL BELOW EXPECTED EMERGING EXPECTED EXCEEDING GAT
CREATING: ACTIVITY 1
Justify inferences with evidence from the text.
What impressions do you get about ……………. character from poet’s imagination? Explain your impressions using evidence
from the text to support your answer.

IMPRESSIONS EVIDENCES
1
2
3
4
5
6
7

PROBABLE ANSWERS - IMPRESSIONS EVIDENCES

1
2
3
4
5
6
7
CREATING: ACTIVITY 2
Write a poem.