Courses of Study : English Language Arts (Grade 9)

Recurring Standards
Reception
English Language Arts (2021)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
R1. Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.

Examples: emails, directions, diagrams, charts, other common workplace documents
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R1.
  • Print documents
  • Nonprint documents
  • Society
  • Workplace
Knowledge:
R1. Students know:
  • Necessary skills to read a variety of informational print and nonprint documents.
  • Strategies to acquire and utilize information learned through print and nonprint documents.
Skills:
R1. Students are able to:
  • Read a variety of print and nonprint documents.
  • Acquire information from print and nonprint documents.
  • Utilize information learned from print and nonprint documents to respond to the needs and demands of society and the workplace.
Understanding:
R1. Students understand that:
  • Reading different types of documents and information are essential for finding information and for success in the workplace.
English Language Arts (2021)
Grade(s): 9
All Resources: 14
Lesson Plans: 1
Classroom Resources: 13
R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Examples: short and long prose texts, poetry, dramas
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R2.
  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation
Knowledge:
R2. Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.
Skills:
R2. Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.
Understanding:
R2. Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021)
Grade(s): 9
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R3.
  • Active listening
  • Formal conversations
  • Informal conversations
  • Predetermined norms
Knowledge:
R3. Students know:
  • Active listening skills.
  • Strategies to identify formal and informal settings.
  • Engage in formal and informal conversations.
  • Predetermined norms for formal and informal discussions.
Skills:
R3. Students are able to:
  • Demonstrate active listening skills during formal and informal discussions.
  • Practice predetermined norms for formal and informal discussions.
Understanding:
R3. Students understand that:
  • Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
Expression
English Language Arts (2021)
Grade(s): 9
All Resources: 4
Classroom Resources: 4
R4. Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R4.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
Knowledge:
R4. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
Skills:
R4. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.
Understanding:
R4. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021)
Grade(s): 9
All Resources: 13
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 10
R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience
Knowledge:
R5. Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
Skills:
R5. Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.
Understanding:
R5. Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Learning Activities: 1
R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R6.
  • Conventions
  • Grammar
  • Mechanics
  • Usage
  • Target audience
  • Punctuation
  • Capitalization
  • Spelling
  • Effective sentence structure
  • Appropriate formality of language
Knowledge:
R6. Students know:
  • Grammar, mechanics, and usage conventions.
  • Effective communication strategies.
  • Methods to identify a target audience.
Skills:
R6. Students are able to:
  • Employ the conventions of grammar, mechanics, and usage.
  • Communicate effectively with a target audience.
Understanding:
R6. Students understand that:
  • To communicate effectively, they must use the conventions of standard English grammar, mechanics, and usage.
  • There are situations and audiences when formal language should be used, while in other situations, informal language is acceptable.
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
R7. Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Content Area:
Recurring Standard
Teacher Vocabulary:
R7.
  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words
Knowledge:
R7. Students know:
  • Context clues in speech or text can provide the meaning of unfamiliar words.
  • There are different types of context clues, including: inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
  • Context clues in text are often indicated by punctuation marks.
Skills:
R7. Students are able to:
  • Use context clues to determine the meanings of unfamiliar words in speech.
  • Use context clues to determine the meanings of unfamiliar words in text.
Understanding:
R7. Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Critical Literacy
Process and employ information for a variety of academic, occupational, and personal purposes.
Reception
Reading
English Language Arts (2021)
Grade(s): 9
All Resources: 4
Classroom Resources: 4
1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
1.
  • Analyze
  • Evaluate
  • Complex literary text
  • Complex informational texts
  • Cultural perspectives
Knowledge:
1. Students know:
  • Necessary skills to read, analyze, and evaluate complex literary and informational texts.
  • Historical texts that originated outside of the United States can provide valuable information about the past.
Skills:
1. Students are able to:
  • Read complex texts.
  • Analyze elements within complex texts.
  • Evaluate text based on specific criteria provided by teacher.
Understanding:
1. Students understand that:
  • Historical texts written from various cultural perspectives, that originated from a location other than the United States, can provide them with valuable information about past events, current events, and potential future events.
English Language Arts (2021)
Grade(s): 9
All Resources: 0
2. Analyze information from graphic texts to draw conclusions, defend claims, and make decisions.

Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
2.
  • Graphic texts
  • Draw conclusions
  • Defend claims
  • Make decisions
Knowledge:
2. Students know:
  • Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.
Skills:
2. Students are able to:
  • Identify and analyze information presented in graphic texts.
  • Draw conclusions, defend claims, and make decisions using information learned from graphic texts.
Understanding:
2. Students understand that:
  • Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
  • Information learned through graphic sources can be used to draw conclusions, defend claims, and make decisions.
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
3. Analyze how an author's cultural perspective influences style, language, and themes.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
3.
  • Cultural perspective
  • Style
  • Language
  • Theme
Knowledge:
3. Students know:
  • An author's cultural perspective influences the style, language, and themes of their work.
Skills:
3. Students are able to:
  • Identify the style, language, and theme of text.
  • Analyze how an author's cultural perspective influenced the style, language, and theme of their work.
Understanding:
3. Students understand that:
  • An author's cultural perspective affects word choice, style, theme, and other aspects of a text.
English Language Arts (2021)
Grade(s): 9
All Resources: 24
Learning Activities: 8
Lesson Plans: 4
Classroom Resources: 12
4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
4.
  • Characterization
  • Connotation
  • Denotation
  • Figurative language
  • Literary elements
  • Point of view
Knowledge:
4. Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
Skills:
4. Students are able to:
  • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.
Understanding:
4. Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021)
Grade(s): 9
All Resources: 11
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 8
5. Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
5.
  • Context
  • Organizational structure
  • Tone
  • Theme
Knowledge:
5. Students know:
  • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
  • Strategies to identify the theme, tone, and meaning of written work.
Skills:
5. Students are able to:
  • Identify the theme, tone, and meaning of written work.
  • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.
Understanding:
5. Students understand that:
  • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
English Language Arts (2021)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
6.
  • Fiction texts
  • Nonfiction texts
  • Perspectives
  • Informational texts
  • Digital texts
  • Multimodal texts
  • Historical viewpoints
  • Cultural viewpoints
  • Global viewpoints
Knowledge:
6. Students know:
  • Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
  • Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
  • Methods to compare and contrast texts.
Skills:
6. Students are able to:
  • Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
  • Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.
Understanding:
6. Students understand that:
  • The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
  • Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts (2021)
Grade(s): 9
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
7. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
7.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
7. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
7. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
7. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
Listening
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
8. Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
8.
  • Active listening
  • Tone
  • Organization
  • Content
  • Nonverbal cues
  • Purpose
  • Credibility
Knowledge:
8. Students know:
  • Active listening skills.
  • Strategies to evaluate the tone, organization, and content of spoken language.
  • Methods to identify nonverbal cues of a speaker.
Skills:
8. Students are able to:
  • Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
  • Evaluate a speaker's nonverbal cues.
  • Listen actively to determine the credibility of a speaker and the purpose of the presentation.
Understanding:
8. Students understand that:
  • Spoken language can be analyzed similarly to the way one analyzes a text and an author.
Expression
Writing
English Language Arts (2021)
Grade(s): 9
All Resources: 21
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 16
9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Examples: paragraphs, constructed responses, essays

a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques.

Examples: dialogue, pacing, description, reflection

b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics.

Examples: relevant and sufficient facts, extended definitions, concrete details, quotations

c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
9.
  • Short writings
  • Extended writings
  • Narrative writing
  • Argumentative writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language
9a.
  • Memoir
  • Narrative essay
  • Personal narrative
  • Fictional narrative
  • Narrative techniques
9b.
  • Explanations
  • Expositions
  • Evidence
  • Transitions
  • Techniques
9c.
  • Arguments
  • Claims
  • Substantive topics or texts
  • Valid
  • Relevant
  • Sufficient
  • Reasoning
  • Evidence
  • Transitions
  • Concluding statement or section
Knowledge:
9. Students know:
  • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.
9a.
  • A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative.
  • Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
  • Events in narrative writing should be sequenced in a coherent manner.
9b.
  • Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
  • Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion.
  • Explanatory and expository writing should utilize techniques that objectively introduce and develop topics.
  • Words that indicate transitions.
9c.
  • The purpose of argumentative writing is to defend an opinion or state a claim.
  • Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information.
  • Words that indicate transitions.
Skills:
9. Students are able to:
  • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.
9a.
  • Write a narrative with a coherent sequence of plot events and a clear purpose.
  • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
9b.
  • Gather credible information and data from multiple sources.
  • Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence.
9c.
  • Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions.
  • Gather relevant and sufficient evidence from accurate and credible sources to support the claim.
  • Use valid reasoning to support a claim.
  • Include a concluding statement or section that logically follows the presented information.
Understanding:
9. Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
9a.
  • Narrative writing can take many forms, but there should be a coherent sequence of events.
  • Literary techniques are tools that can be used to create a piece of narrative writing.
  • Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
9b.
  • Explanatory and expository writing should be free from opinions and supported with evidence.
  • Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words.
  • They must gather their information and data about the topic from multiple credible research sources.
9c.
  • To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources.
  • An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
Speaking
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Learning Activities: 1
10. Present research findings to a peer audience, either formally or informally, conveying credible, accurate information from multiple sources, including diverse media.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
10.
  • Research findings
  • Peer audience
  • Formally
  • Informally
  • Credible information
  • Accurate information
  • Diverse media
Knowledge:
10. Students know:
  • Research and presentation skills.
  • Strategies to evaluate information from multiple sources.
Skills:
10. Students are able to:
  • Discern credible and accurate sources from a variety of sources.
  • Present research findings to peers in formal and informal contexts.
Understanding:
10. Students understand that:
  • Research findings should only incorporate information from credible, accurate sources.
  • Research findings can be presented formally and informally, depending on the situation.
English Language Arts (2021)
Grade(s): 9
All Resources: 0
11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.
Unpacked Content
Content Area:
Critical Literacy
Focus Area:
Process and employ information for a variety of academic, occupational, and personal purposes.
Teacher Vocabulary:
11.
  • Collaborative discussions
  • Perspectives
  • Relevant information
  • Commentary
Knowledge:
11. Students know:
  • The format and process for respectful, collaborative discussions.
  • Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
Skills:
11. Students are able to:
  • Participate in a class discussion in a respectful and collaborative environment.
  • Use evidence to support perspectives in a collaborative discussion.
Understanding:
11. Students understand that:
  • Using evidence to support a perspective is necessary in a respectful, collaborative discussion.
Digital Literacy
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Reception
Reading
English Language Arts (2021)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
12. Interpret digital texts to determine their subject, occasion, audience, purpose, tone, and credibility.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Teacher Vocabulary:
12.
  • Digital text
  • Credibility
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
12. Students know:
  • Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
12. Students are able to:
  • Identify and interpret the subject, occasion, audience, purpose, tone, and credibility of digital texts.
Understanding:
12. Students understand that:
  • It is important to evaluate the credibility of digital text.
  • Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
Listening
English Language Arts (2021)
Grade(s): 9
All Resources: 0
13. Interpret a digital audio source to determine its subject, occasion, audience, purpose, tone, and credibility.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Teacher Vocabulary:
13.
  • Digital audio source
  • Credibility
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
13. Students know:
  • Active listening skills.
  • Digital audio sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
13. Students are able to:
  • Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.
Understanding:
13. Students understand that:
  • Actively listening can help interpret and evaluate important aspects of a digital audio source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
Expression
Writing
English Language Arts (2021)
Grade(s): 9
All Resources: 2
Classroom Resources: 2
14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Teacher Vocabulary:
14.
  • Digital texts
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
14. Students know:
  • Necessary skills to create and edit digital texts.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital text.
Skills:
14. Students are able to:
  • Create and edit a digital text for an intended audience and occasion.
  • Create and edit a digital text to achieve a particular tone and purpose.
Understanding:
14. Students understand that:
  • Digital texts can be used to communicate with a variety of audiences and occasions.
  • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
  • Editing is important in establishing a clear purpose and tone in writing a digital text.
  • Editing is important in appealing to a particular audience and occasion with a digital text.
Speaking
English Language Arts (2021)
Grade(s): 9
All Resources: 0
15. Create and deliver a collaborative presentation that is suitable in purpose and tone for its intended audience and occasion.

Examples: speaking to defend or explain a digital poster, multimedia presentation, or video in an area of interest related to college or career choices
Unpacked Content
Content Area:
Digital Literacy
Focus Area:
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Teacher Vocabulary:
15.
  • Collaborative presentation
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
15. Students know:
  • Methods to deliver ideas in a collaborative presentation, such as speaking to defend or explain a digital poster, multimedia presentation, or video on an area of interest related to college or career choices.
  • Strategies to determine the subject, occasion, audience, and purpose for a presentation.
  • Necessary skills to create and deliver a presentation in a collaborative format.
Skills:
15. Students are able to:
  • Collaborate to create an academic presentation.
  • Adjust audience, purpose, tone, and occasion as required for academic presentations.
Understanding:
15. Students understand that:
  • Respectful collaboration with peers is necessary for academic and workplace success.
  • Audience, purpose, tone, and occasion can change based on the criteria of an assignment.
Language Literacy
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Reception
Reading
English Language Arts (2021)
Grade(s): 9
All Resources: 1
Classroom Resources: 1
16. Interpret how an author's grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
16.
  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents
Knowledge:
16. Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.
Skills:
16. Students are able to:
  • Interpret how an author's use of grammar contributes to the meaning of text in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.
Understanding:
16. Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
Listening
English Language Arts (2021)
Grade(s): 9
All Resources: 0
17. Classify formality of language in order to comprehend, interpret, and respond appropriately.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
17.
  • Formal language
  • Comprehend
  • Interpret
  • Respond
Knowledge:
17. Students know:
  • Strategies to interpret the formality of a speaker's language.
  • Methods to comprehend, interpret, and respond to oral language.
Skills:
17. Students are able to:
  • Listen to a speaker to determine the formality of language.
  • Listen to a speaker to comprehend for meaning.
  • Listen to a speaker to interpret meaning.
  • Listen to a speaker to respond to the message.
Understanding:
17. Students understand that:
  • Listening is critical in determining the formality of a speaker's language.
  • They must actively listen to comprehend, interpret, and respond to a speaker's message.
  • Formal and informal language each have their own characteristics and require different responses based on those characteristics.
English Language Arts (2021)
Grade(s): 9
All Resources: 0
18. Analyze a speaker's rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.
Unpacked Content
Content Area:
Language Literacy
Focus Area:
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Teacher Vocabulary:
18.
  • Rhetorical choices
  • Aesthetic choices
  • Organizational choices
  • Point of view
  • Purpose
Knowledge:
18. Students know:
  • Speakers organize their speech to indicate the point of view and purpose of the presentation.
  • Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Skills:
18. Students are able to:
  • Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
  • Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.
Understanding:
18. Students understand that:
  • Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
  • The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.
    • Expression
    Writing
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    19. Apply conventions of language to communicate effectively with a target audience, including punctuation; capitalization; spelling; verb, pronoun, and modifier usage; and effective sentence structure.

    a. Exhibit stylistic consistency in writing.
    Unpacked Content
    Content Area:
    Language Literacy
    Focus Area:
    Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
    Teacher Vocabulary:
    19.
    • Conventions of language
    • Target audience
    • Punctuation
    • Capitalization
    • Spelling
    • Verb usage
    • Pronoun usage
    • Modifier usage
    • Effective sentence structure
    19a.
    • Stylistic consistency
    Knowledge:
    19. Students know:
    • The conventions of standard, formal English.
    • Strategies to modify language to communicate effectively with a variety of audiences.
    19a.
    • Writing style should be consistent throughout a writing piece.
    Skills:
    19. Students are able to:
    • Incorporate conventions of standard, formal English into academic and personal writings, texts, and presentations.
    • Utilize the conventions of language to communicate effectively with a variety of audiences.
    19a.
    • Maintain consistency in writing style throughout a writing project.
    Understanding:
    19. Students understand that:
    • Using the language conventions of standard, formal English are necessary for effective academic and workplace communication.
    19a.
    • Maintaining a consistent writing style is important in academic and workplace communication.
    Speaking
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 1
    Learning Activities: 1
    20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.
    Unpacked Content
    Content Area:
    Language Literacy
    Focus Area:
    Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
    Teacher Vocabulary:
    20.
    • Purpose
    • Audience
    • Contexts
    • Tasks
    • Formal English conventions
    Knowledge:
    20. Students know:
    • The conventions of standard, formal English.
    • Methods to modify speech to match the purpose and audience in a variety of contexts and tasks.
    Skills:
    20. Students are able to:
    • Incorporate conventions of standard, formal English into academic and personal speech and oral presentations.
    • Adapt spoken language to the purpose and audience in a variety of situations.
    Understanding:
    20. Students understand that:
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Spoken language should be adapted, depending on the audience, purpose, and occasion.
    Research Literacy
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Reception
    Reading
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    21. Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    21.
    • Relevant information
    • Credible information
    Knowledge:
    21. Students know:
    • Strategies to locate relevant and credible information.
    • Credible information is accurate and reliable.
    • Criteria to determine the usefulness, relevance, and credibility of a research source.
    • Information learned through reading can be used to answer a question, solve a problem, or defend a position.
    Skills:
    21. Students are able to:
    • Locate useful, relevant, and credible information in the research process.
    • Determine the usefulness, relevance, and credibility of a research source.
    • Use research findings to answer a question, solve a problem, or defend a position.
    Understanding:
    21. Students understand that:
    • It is necessary to determine the relevance and credibility of a source before using it as evidence to answer a question, solve a problem, or defend a position.
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    22. Use a variety of search tools and research strategies.

    Examples: library databases, search engines; keyword search, boolean search
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    22.
    • Search tools
    • Research strategies
    Knowledge:
    22. Students know:
    • Methods to use search tools, such as library databases and search engines.
    • Research strategies, such as keyword search and boolean search.
    Skills:
    22. Students are able to:
    • Use various search tools and research strategies.
    Understanding:
    22. Students understand that:
    • There are multiple strategies and tools to use when researching a topic.
    Listening
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    23. Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    23.
    • Audio sources
    • Useful information
    • Credible information
    Knowledge:
    23. Students know:
    • Active listening skills.
    • Credible information is accurate and reliable.
    • Information learned through listening can be used to answer a question, solve a problem, or defend a position.
    Skills:
    23. Students are able to:
    • Assess the credibility of information from an audio source.
    • Respond to information obtained through listening by answering a question, solving a problem, or defending a position.
    Understanding:
    23. Students understand that:
    • Listening actively can help them determine if the speaker's ideas are useful and credible to the given occasion.
    • They can use the information they learn from listening to others speak for a variety of purposes.
    Expression
    Writing
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 7
    Learning Activities: 3
    Lesson Plans: 1
    Classroom Resources: 3
    24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    24.
    • Responsible research practices
    • Ethical research practices
    • Command of language
    • Target audience
    • Purpose
    Knowledge:
    24. Students know:
    • Responsible and ethical research practices.
    • Writing skills.
    • The conventions of standard, formal English.
    • Strategies to modify writing for a particular audience and purpose.
    Skills:
    24. Students are able to:
    • Write clear, coherent documents using responsible and ethical research practices.
    • Incorporate conventions of formal, standard English into clear, coherent writing products.
    • Modify writing to be suitable for a particular audience and purpose.
    Understanding:
    24. Students understand that:
    • Ethical and responsible research practices are necessary when writing academic and workplace documents.
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Written language should be adapted, depending on the audience and purpose.
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    25. Integrate information from at least two sources into writing by quoting, paraphrasing, or summarizing and cite sources, following the rules of a particular style guide.

    Examples: MLA, APA
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    25.
    • Quoting
    • Paraphrasing
    • Summarizing
    • Cite sources
    • Style guide
    Knowledge:
    25. Students know:
    • Strategies to quote, paraphrase, and summarize information from research sources.
    • Writing skills to integrate research findings from at least two sources.
    • Recognized citation style guides, such as MLA and APA.
    • Different disciplines have different style guides.
    Skills:
    25. Students are able to:
    • Integrate research information from at least two sources into a writing product.
    • Quote, paraphrase, and summarize information from research sources.
    • Cite sources by using an appropriate use style guide.
    Understanding:
    25. Students understand that:
    • Particular citation styles exist to support the integration of outside information into one's writing.
    • There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
    • Following a style guide to incorporate research data is necessary for effective academic and workplace texts.
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 0
    26. Compose clear, coherent writing that incorporates information from at least one scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    26.
    • Scholarly source
    Knowledge:
    26. Students know:
    • The difference between a scholarly and non-scholarly source.
    • Formal, academic writing skills.
    Skills:
    26. Students are able to:
    • Incorporate information from at least one scholarly source into a written document.
    • Compose clear and coherent writing to defend a position, answer a question, or present a solution to a problem by using evidence from a scholarly source.
    Understanding:
    26. Students understand that:
    • Scholarly sources are necessary to give credibility to academic and workplace documents.
    Speaking
    English Language Arts (2021)
    Grade(s): 9
    All Resources: 1
    Lesson Plans: 1
    27. Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a particular target audience and purpose.
    Unpacked Content
    Content Area:
    Research Literacy
    Focus Area:
    Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
    Teacher Vocabulary:
    27.
    • Responsible research practices
    • Ethical research practices
    • Command of language
    • Target audience
    • Purpose
    Knowledge:
    27. Students know:
    • Responsible and ethical research practices.
    • Presentation skills.
    • The conventions of standard, formal English.
    • Strategies to modify spoken language for a particular audience and purpose.
    Skills:
    27. Students are able to:
    • Present clear, coherent products using responsible and ethical research practices.
    • Incorporate conventions of formal, standard English into clear, coherent presentations.
    • Modify spoken language to be suitable for a particular audience and purpose.
    Understanding:
    27. Students understand that:
    • Ethical and responsible research practices are necessary when creating academic and workplace presentations.
    • The conventions of standard, formal English are necessary for effective academic and workplace communication.
    • Spoken language should be adapted, depending on the audience and purpose.