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:
  • Books
  • Internet
  • Electronic databases
  • 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
*SCOS Correlation
  • 1.03 – Demonstrate the ability to read, listen to, and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus.
  • 5.01 – Demonstrate understanding of various literary genres, concepts, elements and terms.
  • 6.01 – The learner will apply conventions of grammar and language usage.
  • 6.02 – Discern and correct errors in spoken and written English.
Composition Skills
  • Identify and analyze the text components of a variety of print and non print critical texts:
  • Organizational structures and features
  • Story elements (plot, theme, setting, character, conflict, etc.)
  • Demonstrate comprehension of print and non print critical texts:
  • Identify main idea and supporting details
  • Summarize key events and/or points from the text
  • Inference, predicting, and drawing conclusions based on texts
  • Read and analyze works of literature using literary devices:
  • Allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, motif, theme, diction, characterization, and imagery
  • Understand and interpret works of literature using literary devices:
  • Tone, mood, diction, and style
  • Explain and interpret literary works through:
  • Archetypical characters, archetypical themes, archetypical settings, and point of view
  • Cultural and historical impacts with a variety of genre
Convention Skills:
  • Purposefully use of sentence structure to fit purpose/audience/context(simple, compound, complex, compound/complex).
  • Demonstrate competency in agreement (subject-verb, pronoun-antecedent).
  • Maintain consistent verb tense.
  • Understand/analyze standard vs. nonstandard usage in formal settings (thesis paper, speeches, etc.).
  • Self-edit for errors in spelling, mechanics, and usage.
Possible Products
  • Research project that synthesizes content knowledge, problem-solving, and MLA skills
  • Literary thesis project
  • In-class analytical essays
  • Presentation (PowerPoint, visual)
*More specific skill descriptions may be referenced in the North Carolina Standard Course of Study. / GRADE 9 – ARGUMENTATIVE WRITING
*SCOS Correlation
  • 3.01 – Explore argumentative works to develop informed opinions
  • 3.02 – Express informed opinions
  • 3.03 – Support an informed opinion
  • 3.04 – Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative 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 speaking and writing at a level appropriate to tenth grade.
Composition Skills
  • Examine relevant and convincing reasons.
  • Note the progression of ideas that support claims.
  • Analyze style, tone, and use of language for a particular persuasive effect.
  • Identify and analyzing personal, historical, or cultural influences / biases.
  • Identify and analyzing rhetorical strategies (repetition, sentence structure, logical/emotional/ethical appeals, mode, etc.).
  • State clearly a personal stance on an issue.
  • Provide logical support in the form of relevant and convincing reasons for that opinion from the text and/or secondary sources.
  • Use various types of evidence, such as experience or facts.
  • Use appropriate and effective language, reasons, and organizational structure appropriate for audience and purpose.
  • Engage the reader’s interest or curiosity.
  • Demonstrate an awareness of the possible questions, concerns, or counterarguments of the audience.
Convention Skills
  • Employ varying sentence types (simple, compound, complex, compound/complex) purposefully, correctly, and for specific effect.
  • Demonstrate competency in agreement (subject-verb, pronoun-antecedent).
  • Apply parts of speech to clarify and edit language.
  • Address clarity and style through such strategies as parallelism, appropriate coordination and subordination, variety and details, appropriate and exact words, and conciseness.
  • Maintain consistent verb tense to show an appropriate sense of time.
  • Understand/analyze the place and role of standard vs. nonstandard English.
  • Self-edit for spelling, mechanics, and usage.
Possible Products
  • Research project
  • Speech/debate
  • 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.