Language Arts Curriculum Scope Grade 9 The learner will be able to: Writing

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1 Writing -- analyze thinking through the writing of explanations, directions, outlines, and story maps. -- demonstrate fluency in both formal and informal style. R -- produce and evaluate writing with the domains of the Arkansas Writing Scoring Guide: content, style, sentence formation, usage, and mechanics. R -- follow an efficient writing process including prewriting, drafting, revising, editing and publishing. R -- evaluate own writing and peer's writing with rubric. R -- provide thorough support for central idea. R -- analyze own writing in terms of organization, structure, tone, syntax, diction. -- use appropriate types of writing to satisfy a variety of purposes and audiences. R -- develop topic sentences. R -- develop thesis statements. -- develop written pieces from formal and informal outlines. -- use explicit transitional words, phrases, and/or devices. -- support main ideas with quotes and paraphrases from a piece of writing. R -- develop a written piece from a model. R -- write to compare and/or contrast. R -- write to explain cause & effect. -- write a letter using a format appropriate to the situation. R -- write a personal narrative. R -- write a persuasive piece. R -- write to describe a place or person. R Revised 8/1/03 1

2 -- write varied print and nonprint responses to literature (e.g., collage, Powerpoint, video, music). R -- create an original work. R -- write to summarize or generalize. R -- produce a research based product. R -- write a character sketch. R -- evaluate writing for character analysis. -- use writing to communicate analysis of literature. -- use a journal for specific writing purposes. R -- complete a timed writing prompt with appropriate content, style, usage, mechanics and sentence formation. R -- develop an effective writing style focusing on diction (vocabulary, word choice), syntax (sentence structure), and voice W decrease wordiness and increase clarity using strong verbs, and eliminating unnecessary words. -- increase coherence and unity. -- vary sentence structure using parallelism. -- vary sentence structure using apposition/juxtaposition. -- vary sentence structure using rhetorical questions. -- vary sentence structure using ellipsis. -- vary sentence structure using alliteration. R -- vary sentence structure using parentheses. R -- understand functions, identify, and employ basic parts of speech W.2.1. R -- identify, understand functions of, and employ nouns appropriately. -- identify, understand functions of, and employ pronouns appropriately W.2.1. Revised 8/1/03 2

3 -- identify, understand functions of, and employ verbs appropriately. -- identify, understand functions of, and employ adjectives appropriately. -- identify, understand functions of, and employ adverbs appropriately. -- identify, understand functions of, and employ prepositions appropriately. -- identify, understand functions of, and employ interjections appropriately W identify, understand functions of, and employ coordinating conjunctions. -- identify and employ a subordinating conjunction. -- understand, identify, and employ the basic parts of a sentence W.2.1, W write compositions with no significant errors in capitalization and spelling. -- write compositions with no significant errors in fragments and run-ons. -- write compositions with no significant errors in shifts in tense and person. -- write compositions with no significant errors in active and passive voice. -- write compositions with no significant errors in end punctuation marks. R -- write compositions with no significant errors in colon and semicolon. -- write compositions with no significant errors in hyphen and dash. -- write compositions with no significant errors in quotation marks and apostrophes. -- write compositions with no significant errors in subject-verb agreement. -- write compositions with no significant errors in pronoun-antecedent agreement. -- write compositions with no significant errors in descriptive adjective forms (e.g., comparative, superlative). -- write compositions with no significant errors in personal, relative, demonstrative, and interrogative pronouns. Revised 8/1/03 3

4 -- write compositions with no significant errors in the use of reflexive, indefinite, and interrogative pronouns. M -- write compositions with no significant errors in commonly confused words, e.g., "affect" and "effect" or "further" and "farther". -- practice documentation of sources (e.g., MLA). -- use appropriate media/technical resources for research. -- use appropriate notetaking methods. I -- use library for research. -- read to gather evidence. -- understand and use the dictionary correctly. -- understand the parts of a textbook. -- understand the parts and use of an encyclopedia. -- use the internet appropriately for information gathering. -- understand and use the thesaurus. -- practice outlining skills. -- practice notetaking from texts and lectures. -- write a correctly formatted bibliography/works cited. R Reading Analysis -- identify types of evidence in an argument: personal experience, facts, anecdotes, examples and statistics. -- analyze how writers use various appeals and strategies to address specific audiences in non-fiction (logical and emotional appeals, rhetorical devices). -- determine the meaning of key words in context in both prose and poetry R.1.7. Revised 8/1/03 4

5 -- identify, define and use in context difficult vocabulary words. -- solve analogies. -- use a variety of reading strategies (predicting, skimming, sequencing, reader's journals, etc.). -- read to identify main ideas. -- recognize bias and propaganda. -- use connotation and denotation to comprehend written works R identify the audience purpose of writing: description, narration, exposition, persuasion. -- analyze the writing of others in terms of organization, structure, tone, diction, syntax. -- describe the effect of word choice in a work. -- compare and contrast are two given works on the authors' use of style. I -- interpet and evaluate fictional and nonfictional dramas, essays, novels and epics according to the use of literary genre and conventions. I -- identify, define, and discuss the purpose of tone. -- identify, define, and discuss the purpose of point of view. -- identify, define, and discuss the purpose of character. -- identify, define, and discuss the purpose of setting. -- identify, define, and discuss the purpose of theme/main idea. -- identify, define, and discuss the purpose of conflict. -- analyze point of view and diversify ideas illustrated through the use of verbal irony. -- analyze point of view and diversify ideas illustrated through the use of situational irony. -- identify, define, and discuss the purpose of dramatic irony. I -- evaluate a piece of writing according to use of character (flat, round, dynamic, static). -- evaluate a piece of writing according to use of plot. Revised 8/1/03 5

6 -- evaluate a piece of writing according to use of setting. -- evaluate a piece of writing according to use of symbol. -- evaluate a piece of writing according to use of Motif or archetype. I -- evaluate a piece of writing according to use of imagery. -- identify and analyze motif. I -- identify and analyze foil.. I -- identify and analyze flashback R analyze novels, short stories, plays, and poetry to determine author's use of literary techniques R interpret and analyze literature orally, using textual evidence for the point asserted R.1.4. I -- examine historical or sociological implications as they combine to produce an effect on the reader. -- trace the development of a theme, symbol, character, or archetype in literary work. -- define and identify form and technique in alliteration R define and identify form and technique of assonance in poetry. I -- define and identify form and technique of consonance in poetry. I -- define and identify form and technique in personification. -- define and identify form and technique in hyperbole. -- define and identify form and technique in onomatopoeia. -- define and identify form and technique in simile and metaphor. -- define and identify form and technique of allusion in poetry. I -- define and identify form and technique in an idiom. -- define and identify form and technique of oxymoron. Revised 8/1/03 6

7 -- define and identify form and technique: sonnet. I -- define and identify form and technique: ode. I -- define and identify form and technique: heroic couplet. I -- define and identify form and technique in a ballad. -- define and identify form and technique in rhythm, meter and scansion. -- define and identify form and technique related to stanza names: couplet, triplet, quatrain, quintrain, sextet, sextet, octave. I -- scan a poem for rhythm, rhyme scheme, and meter. -- analyze poetry for sound devices and how they further the meaning of a poem. I -- compare and contrast two poems for tone, point of view, meaning, diction, imagery. Listening, Speaking and Viewing I -- use communication skills of speaking, listening, and viewing through a variety of formal and informal opportunities. -- plan, develop, and produce a visual presentation, using a variety of media. Revised 8/1/03 7