GRADE 9 – INFORMATIONAL WRITING



GRADE 9 – INFORMATIONAL WRITING

*SCOS correlation

• 2.01 – Explore informational materials that are read, heard, and/or viewed

• 2.02 – Use multiple sources of print and non-print information in designing and developing informational materials (brochures, newsletters, infomercials)

• 6.01 – Demonstrate an understanding of conventional written and spoken expression

• 6.02 – Discern and correct errors in spoken and written English

Composition skills

• Monitor comprehension for understanding of what is read, heard, and/or viewed.

• Study the characteristics of informational works.

• Restate and summarize information.

• Determine the importance and accuracy of information.

• Make connections between works, self and related topics/information.

• Compare and /or contrast information.

• Draw inferences and/or conclusions .

• Generate questions.

• Explore a variety of sources from which information may be obtained:

o Books

o Internet

o Electronic databases

o CD-ROM

• Distinguish between primary and secondary sources.

• Analyze the effects of the presentation and/or the accuracy of the information.

Convention Skills

• Employ varying sentence types (simple, compound, complex, compound-complex) purposefully, correctly and for specific effect.

• Analyze the place and role of dialects and standard/non-standard English.

• Select appropriate verb tense and parts of speech to clarify and edit language.

• Self-edit for errors in spelling, mechanics, and usage.

• Address clarity and style through parallelism, appropriate coordination and subordination, variety and details, appropriate and exact words, and conciseness.

• Avoid fragments run-ons and comma-splices.

Possible Products

• Research skills project

• Descriptive/informative essays

*More specific skill descriptions may be referenced in the North Carolina Standard Course of Study.

|GRADE 9 - EXPRESSIVE WRITING

*SCOS correlation

• 1.01– Produce reminiscences (about a person, event, object, place, animal) that engage

the audience.

• 1.02 – Respond reflectively to a variety of expressive texts (memoirs, vignettes,

narrative, diaries, monologues and personal responses).

• 1.03 – Demonstrate the ability to read and view a variety of increasingly complex

print and non-print texts appropriate to grade level and course literary focus.

• 6.01– Demonstrate an understanding of conventional written and spoken expression.

• 6.02 – Discern and correct errors in spoken and written English.

Composition Skills

• Include scenes and incidents located effectively in time and place.

• Create vivid impressions of setting.

• Create a sense of engagement in the events occurring.

• Facilitate appreciation for the significance of the account.

• Convey a sense of the narrator’s personal voice.

• Provide textual evidence to support understanding of and readers’ response to text.

• Summarize key events from text.

• Identify and analyze personal, social, historical or cultural influences, contexts, or biases.

• Analyze and evaluate the effects of author’s craft and style.

• Identify and analyze elements of expressive environment in light of person, audience and context.

Convention Skills

• Employ varying sentence types (simple, compound, complex, compound-complex) purposefully, correctly and for specific effect.

• Analyze the place and role of dialects and standard/non-standard English.

• Select appropriate verb tense and parts of speech to clarify and edit language.

• Self-edit for errors in spelling, mechanics, and usage.

• Address clarity and style through parallelism, appropriate coordination and subordination, variety and details, appropriate and exact words, and conciseness.

• Avoid fragments run-ons and comma-splices

Possible Products

• Poetry

• Personal narratives

• Journals/diaries

• Dramatic scenes

*More specific skill descriptions may be referenced in the North Carolina Standard Course of Study.

| |

|GRADE 9 – LITERARY WRITING |GRADE 9 – ARGUMENTATIVE WRITING |

|*SCOS Correlation |*SCOS Correlation |

|1.03 – Demonstrate the ability to read, listen to, and view a variety of increasingly complex |3.01 – Explore argumentative works to develop informed opinions |

|print and non-print critical texts appropriate to grade level and course literary focus. |3.02 – Express informed opinions |

|5.01 – Demonstrate understanding of various literary genres, concepts, elements and terms. |3.03 – Support an informed opinion |

|6.01 – The learner will apply conventions of grammar and language usage. |3.04 – Demonstrate the ability to read, listen to and view a variety of increasingly complex print and |

|6.02 – Discern and correct errors in spoken and written English. |non-print argumentative texts appropriate to grade level and course literary focus |

|Composition Skills |6.01 – Demonstrate an understanding of conventional written and spoken expression |

|Identify and analyze the text components of a variety of print and non print critical texts: |6.02 – Discern and correct errors in speaking and writing at a level appropriate to tenth grade. |

|Organizational structures and features |Composition Skills |

|Story elements (plot, theme, setting, character, conflict, etc.) |Examine relevant and convincing reasons. |

|Demonstrate comprehension of print and non print critical texts: |Note the progression of ideas that support claims. |

|Identify main idea and supporting details |Analyze style, tone, and use of language for a particular persuasive effect. |

|Summarize key events and/or points from the text |Identify and analyzing personal, historical, or cultural influences / biases. |

|Inference, predicting, and drawing conclusions based on texts |Identify and analyzing rhetorical strategies (repetition, sentence structure, logical/emotional/ethical |

|Read and analyze works of literature using literary devices: |appeals, mode, etc.). |

|Allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, motif, theme, |State clearly a personal stance on an issue. |

|diction, characterization, and imagery |Provide logical support in the form of relevant and convincing reasons for that opinion from the text |

|Understand and interpret works of literature using literary devices: |and/or secondary sources. |

|Tone, mood, diction, and style |Use various types of evidence, such as experience or facts. |

|Explain and interpret literary works through: |Use appropriate and effective language, reasons, and organizational structure appropriate for audience and|

|Archetypical characters, archetypical themes, archetypical settings, and point of view |purpose. |

|Cultural and historical impacts with a variety of genre |Engage the reader’s interest or curiosity. |

|Convention Skills: |Demonstrate an awareness of the possible questions, concerns, or counterarguments of the audience. |

|Purposefully use of sentence structure to fit purpose/audience/context(simple, compound, complex,|Convention Skills |

|compound/complex). |Employ varying sentence types (simple, compound, complex, compound/complex) purposefully, correctly, and |

|Demonstrate competency in agreement (subject-verb, pronoun-antecedent). |for specific effect. |

|Maintain consistent verb tense. |Demonstrate competency in agreement (subject-verb, pronoun-antecedent). |

|Understand/analyze standard vs. nonstandard usage in formal settings (thesis paper, speeches, |Apply parts of speech to clarify and edit language. |

|etc.). |Address clarity and style through such strategies as parallelism, appropriate coordination and |

|Self-edit for errors in spelling, mechanics, and usage. |subordination, variety and details, appropriate and exact words, and conciseness. |

|Possible Products |Maintain consistent verb tense to show an appropriate sense of time. |

|Research project that synthesizes content knowledge, problem-solving, and MLA skills |Understand/analyze the place and role of standard vs. nonstandard English. |

|Literary thesis project |Self-edit for spelling, mechanics, and usage. |

|In-class analytical essays |Possible Products |

|Presentation (PowerPoint, visual) |Research project |

|*More specific skill descriptions may be referenced in the North Carolina Standard Course of |Speech/debate |

|Study. |Presentation (PowerPoint, visual) |

| |Advertisement/political cartoon |

| |Commercial/video |

| |In-class essays (literary, social issues, etc.) |

| |* More specific skill descriptions may be referenced in the North Carolina Standard Course of Study. |

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