' 110.42 English Language Arts and Reading, English I (Grade 9)
Introduction
(1) READING AND LITERATURE. In Grade 9 students will read increasingly demanding texts for a variety of purposes. They will identify characteristics of various literary forms including short stories, novels, plays, essays, speeches; lyric and narrative poetry. They will read and study notable literary selections, define and apply various literary terms, learn time-management strategies, and utilize the library/media center frequently. They will analyze the stylistic techniques of authors.
(2) GRAMMAR. In Grade 9 students will recognize and generate more sophisticated sentences using dependent clauses and verbals. They will write sentences with intervening elements between subject and verb with correct agreement. They will use correct antecedent agreement with indefinite pronouns.
(3) COMPOSITION. In Grade 9 students will recognize and avoid shifts in voice, tense, and subjects within the sentence. They will avoid contractions in formal writing. They will use effective diction. They will write compositions in correct, final form. They will use the Readers’ Guide, reference materials, periodical/vertical files, computerized searches, and indices. They will set up a document recording their high school activities, honors, interests, courses, grades, and experiences.
(4) SPELLING AND VOCABULARY. In Grade 9 students will learn the spelling and meanings of suffixes that can change the words into nouns or adjectives. They will identify the spelling/meanings of at least 50 pairs of homophones. They will analyze unfamiliar words based on individual word elements, spell and use words from professional lists prepared for grade level. They will add to their vocabulary new words that are found in literature selections. They will recognize the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning.
Knowledge and Skills.
| (1) Reading Comprehension and Fluency. |
The student is expected to:
(A) Read silently for longer periods of time and demonstrate comprehension through written or oral responses.
(B) Explain the use of symbols and other figurative language including irony and hyperbole.
(C) Identify the implied main ideas and/or themes.
(D) Describe cause/effect relationships and their significance in the plot.
(E) Explain the author's use of character, point of view, and tone to develop his/her theme and/or main idea.
(F) Identify the poetic elements of word choice, rhyme, rhythm, and voice.
(G) Describe the impact of historical and/or cultural influences on the literary selections.
(H) Explain how a literary selection can enrich or expand personal views or experiences.
(I) Describe the use of images and sounds to stir the reader's emotions.
(J) Explain the influence on the form, style, and point of view of the historical context in which a work was written.
(K) Identify the characteristics of comedy and tragedy.
(L) Identify a hypothesis to be confirmed, disproved, or modified.
(M) Evaluate the literary selection for structure.
(N) Research the accuracy of information presented by the author.
(O) Synthesize information gathered from a variety of sources and then present that information in written or oral presentations.
(P) Extend general and specialized vocabulary.
(Q) Read and follow complex, multi-step directions.
(R) Work to determine the author’s intent without imposing subjective interpretation. |
| Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., "The Lady or the Tiger?" "The Secret Life of Walter Mitty," "My Heart Leaps Up," "Wind Song," "Sweet Afton," "Flower in the Crannied Wall," "Roughing It," "The Day the Dam Broke," Romeo and Juliet, The Odyssey, Great Expectations, Watership Down, Wuthering Heights, And Then There Were None, "The Legend of Sleepy Hollow," The Last of the Mohicans, The Three Musketeers).
(B) Read independently books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others.
|
| (3) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: anecdote, apostrophe, classicism, clich? characterization, epigraph, climax, denouement, elegy, epitaph, melodrama, refrain, realism, romanticism, suspense, dialect, and exaggeration.
(B) Identify examples of the literary terms (mentioned above) in literary selections. |
| (4) Inquiry, Research, Study Strategies. The student utilizes various information sources and study techniques. |
The student is expected to:
(A) Locate with ease information on numerous topics in library/media center (e.g., cultural heritage, biographical literature, poetry, literary critiques, concordances).
(B) Use time-management strategies (e.g., self-monitoring, setting priorities). |
| (5) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Generate correctly punctuated simple, compound, complex, and compound-complex sentences.
(B) Compose increasingly more involved adjective, adverb, and noun clauses.
(C) Recognize and originate sentences with gerund/gerund phrases used as subjects, direct objects, predicate nouns, and objects of prepositions.
(D) Recognize and avoid dangling gerund phrases.
(E) Use the possessive form of nouns and pronouns before gerunds/gerund phrases.
(F) Recognize and generate sentences with participles/participial phrases used as adjectives.
(G) Recognize and avoid dangling participial phrases.
(H) Recognize and generate sentences with infinitives/infinitive phrases used as nouns, adjectives, and adverbs.
(I) Recognize and avoid dangling infinitive phrases.
(J) Write correct sentences which contain intervening prepositional phrases and/or parenthetical expressions lying between the subject and the verb.
(K) Use correct subject-verb agreement in sentences which contain collective nouns, nouns which are plural in form but singular in meaning, nouns of amount and time.
(L) Use correct subject-verb agreement in sentences which contain singular and plural indefinite pronouns. |
| (6) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Avoid shifts from active to passive voice in compound sentences.
(B) Avoid shifts in verb tenses within the same sentence.
(C) Avoid contractions in formal writing. (D) Avoid shifts in subjects within the same sentence.
(E) Avoid the use of jargon and trite expressions in formal writing.
(F) Avoid the use of slang and informal English in formal writing.
(G) Select words with regard to their clarity, preciseness, and connotations.
(H) Write an informal outline (before writing the composition) and a formal outline (while writing the composition) which includes the purpose (to inform, to persuade, to inspire, or to entertain), thematic statement, introduction, body, and conclusion.
(I) Demonstrate competency in pre-writing, drafting, revising, and proofreading skills in writing an essay.
(J) Write a narrative composition.
(K) Write a descriptive composition.
(L) Write a contrastive composition.
(M) Write a persuasive composition.
(N) Compose e-mail messages using correct "Netiquette."
(O Write a mini-research paper containing internal documentation and works cited; demonstrate in the paper the use of three blended sources.
(P) Utilize the Reader's Guide, reference materials, periodical/vertical files, computerized searches, and indices.
(Q) Keep a written record of his/her high school activities, honors, interests, courses, grades, and experiences in preparation for the development of a personal essay in Grade 11. |
| (7) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Use dictionaries in order to trace the spelling, pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of the suffixes AL, AN, ANT, ARY, ENT, ESE, IAN, IC/ICAL, ILE, INE, ITE, IVE, ORY.
(C) Determine the use of the words containing these suffixes by their functions within sentences.
(D) Identify the spelling/meanings of at least 50 more pairs of homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(F) Spell and use words regularly and correctly from professional lists prepared for grade level.
(G) Explain the different shades of spelling/meaning of at least 50 pairs of words that are close in spelling/meaning (e.g., amiable/amicable; amaze/astonish/surprise).
(H) Add to cumulative, individualized record of new spelling/vocabulary words found in literature selections. |
Back to Download Area
|
