NINTH GRADE Grade 9; One Year Course Each competency and objective assumes the student has mastered the competencies and objectives in grades K-8. While competencies for grades 9-12 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is appropriate text complexity. This complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade 9 to grade 12, texts should require a greater cognitive involvement for the student to appreciate and comprehend the literal aspects, along with figurative subtleties and nuances. With a high-stakes graduation exit exam required of grade 10 students, the Mississippi Language Arts high school framework committee purposefully has designed similar objectives in grades 9 and 10. COMPETENCIES and Objectives 1. The student will develop and apply expansive knowledge of words and word meanings to communicate. Objectives: a. The student will analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships. SE/TE: Analogies: nouns in, on tests, 358 359, defined, 771, 801, answering, on tests, 829; also see: Synonyms/Antonyms, 770 b. The student will analyze word choice and diction including formal and informal language, to determine the author s purpose. SE/TE: Diction, 42, 290, 315; Peer Review: of word choice, 64; Language: persuasive, 145, variety in, 267, formal/informal, 315, rhetorical, 747, evaluating author's, 803 1
c. The student will analyze figurative language (e.g., metaphors, similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts to evaluate the effect on setting, tone, theme, and mood. d. The student will analyze text to determine authors purposes for using connotative or denotative words. Objectives: a. The student will apply understanding of text features (e.g., introduction, bibliography, prologue, charts, graphics, footnotes, preface, afterward, sidebars, etc.) to verify, support, or clarify meaning. SE/TE: Figurative Language, types of, 102, 111, 121; Opportunities to meet this standard appear on the following pages: 42, 280-296; SE/TE: Connotation, interpreting, 130 133, choosing words with positive, 166, and denotation, 770, 803 Express CD-ROM; Test Bank CD-ROM; Writers at Work Video Program DVD Writing and Grammar 2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty. SE/TE: Reading Skills: Reading Methods and Tools, 790 797, Reading Nonfiction Critically, 798 803, Reading Literary Writing, 804 807, Reading from Varied Sources, 808 809; also see: Models From Literature: Autobiographical Writing, 50 53, Short Story, 76 77, Description, 102 105, Persuasive Essay, 130 133, Advertisement, 158, Comparison-and-Contrast Essay, 178 179, Causeand-Effect Essay, 204 205, Problem-and-Solution Essay, 230 231, Research Report, 252 255, Response to Literature, 282 285 TE: Reading/Writing Connection, 50, 53, 76, 130, 133, 158, 178, 179, 204, 230, 252, 255, 282 2
b. The student will apply understanding of electronic text features to gain information or research a topic using electronic libraries (e.g., MAGNOLIA). SE/TE: Electronic Texts: reading, 809, dictionary, 823, encyclopedia, 824; also see: Internet, 9: research using, 109, consumer reports on, 197, analyzing web pages and newsgroups, 199, maps on, 263, 752, 759, 824, search words, 383, 745, narrowing topic with, 402, library access on, 816, electronic databases on, 818, newspapers and magazines on, 820, dictionaries on, 823, electronic calendar on, 842, budgeting sites on, 844, Internet Research Handbook, 887-891 c. The student will recognize text structures SE/TE: Models From Literature: Description, (e.g., description, comparison and contrast, 102 105, Persuasive Essay, 130 133, sequential order, cause and effect, spatial Advertisement, 158, Comparison-and-Contrast order, process/procedural) and analyze Essay, 178 179, Cause-and-Effect Essay, their effect on theme, author s purpose, 204 205, Problem-and-Solution Essay, 230 231, etc. Research Report, 252 255, Response to Literature, 282 285; also see: Reading Skills: Reading Methods and Tools, 790 797, Reading Nonfiction Critically, 798 803, Reading Literary Writing, 804 807, Reading from Varied Sources, d. The student will make inferences based SE/TE: Inferences, of author's purpose, 799, on textual evidence of details, organization, making, on tests, 810 811 and language to predict, draw conclusions, or determine author s purpose. 3
e. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning. SE/TE: Response to Literature, 286-296; Using Critical Listening, 749; Viewing Information Media Critically, 755-756; Reading Nonfiction Critically, 798 803, Reading Literary Writing, 804, Reading from Varied Sources, 808 809; also see: Characterization, 76 77; Character Studies, Setting, 81, 290; Narrators, types of, in storytelling, 82; Symbols, underlining, 692; Point of View, 805; Characters, Action, 806 1) Literary Text and Literary Non-fiction -Short stories, novels, SE/TE: Reading Literary Writing, 805, 807; also biographies, autobiographies, see: Models From Literature: Autobiographical narrative essays (e.g., character, Writing, 50 53, Short Story, 76 77; Character setting, plot, conflict, theme, mood, Studies, Setting, 81, 290; Narrators, types of, in tone, point of view, allusion, storytelling, 82; Symbols, underlining, 692; Point figurative language, irony, symbolism, of View, 805; Characters, Action, 806 imagery, language/word choice, foreshadowing, flashback, etc.) -Poetry (e.g., structure, language, theme, setting, persona, conflict, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.) SE/TE: Reading Poetry, 806 807; Connected Assignment, 122-123; Sound Devices, 290 4
-Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, figurative language, language/word choice, foreshadowing, etc.) 2) Informational Texts -Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.) f. The student will analyze or evaluate texts to synthesize responses for summary, précis, explication, etc. SE/TE: Connected Assignment, 94-95; Reading Drama, 806 SE/TE: Models From Literature: Persuasive Essay, 130 133, Advertisement, 158, Problem-and- Solution Essay, 230 231;Reading Nonfiction Critically, 798 803; also see: Persuasive Techniques, recognizing, 153: bias, evaluating, facts and opinions, loaded language and images, 756 SE/TE: Summaries: for elaboration, 263, of drama events, 806, and note-taking, 815, citing research, 882 5
g. The student will distinguish fact from opinion in different media. 1) TV ads SE/TE: Models From Literature: Advertisement, 158; Viewing Information Media Critically, 755 756; also see: Facts, vs. opinion, 50 53, 756, 800 2) Billboards Opportunities to address this standard may be found on the following pages: SE/TE: Models From Literature: Advertisement, 158, Viewing Information Media Critically, 755 756 3) Essays SE/TE: Models From Literature: Persuasive Essay, 130 133, Comparison-and-Contrast Essay, 178 179, Cause-and-Effect Essay, 204 205, Problem-and-Solution Essay, 230 231, Response to Literature, 282 285 4) Literary non-fiction SE/TE: Reading Skills: Reading Nonfiction Critically, 798 803, Reading from Varied Sources, 808 809; Viewing Information Media Critically, 755 756; also see: Facts, vs. opinion, 50 53, 756, 800 6
5) TV commentary Opportunities to address this standard may be found on the following pages: SE/TE: Models From Literature: Advertisement, 158, Viewing Information Media Critically, 755 756 3. The student will produce, analyze, and evaluate effective communication. Objectives: a. The student will utilize, analyze, or evaluate the composing process (planning, drafting, revising, editing, publishing). 1) Planning: Determine audience SE/TE: Considering Audience, 16, 56, 80, 108, 137, 161, 162, 165, 178, 179, 182, 208, 234, 258, 289 Determine purpose SE/TE: Considering Purpose, 16, 56, 80, 108, 137, 161, 162, 165, 178, 179, 182, 208, 234, 258, 289 7
Generate ideas SE/TE: Prewriting, 54 57, 78 81, 106 109, 134 138, 159 162, 180 183, 206 209, 232 235, 256 260, 286 289, 310 311 TR: Teaching Resources: Reading Support Practice Book, ; Workbooks: Reading Support; Transparencies Address prompt/topic SE/TE: Writing for, 308 309, 310 311, 312 313, 314 315, 316, 317 318; also see: Topical Paragraphs, 40, developing, 211; Thesis Statements: unity with, 37, composition, 39, supporting, 139, 291, 292, 313, proposing, 261, tracking, 264 Organize ideas Compose a clearly stated thesis SE/TE: Shaping Your Writing, to convey main point, 58, spatial organization for, 110, point by point plan for, subject by subject plan for, 184, chronological order for, 210, block plan for, 236, with organizational strategy, 261, with outline, 262, quick outline for, 312 SE/TE: Thesis Statements: unity with, 37, composition, 39, supporting, 139, 291, 292, 313, proposing, 261, tracking, 264; Revising: supporting thesis, 313; also see: Topical Paragraphs, 40, developing, 211 8
2) Drafting: Formulate introduction, body, and conclusion Create paragraphs (minimally five paragraphs) Use various sentence structures Use paraphrasing for reports and documented text SE/TE: Introductions: composition, 39, paragraph, 291, 312, checking, against conclusion, 314; Revising Overall Structure, 19, 60, 84, 112, 141, 164, 186, 212, 238, 264, 293, 314 SE/TE: Writing Effective Paragraphs, 33 36; Paragraphs, body, 39, 291, 312, 870, developing topical, 211, evaluating patterns in, 265, introduction, 291, 312; also see: Revising Paragraphs, Strategies for, 61, 113, 142, 165, 187, 213, 238, 265, 294, 314 SE/TE: Sentence Combining, 29 32; Revising Sentences, 62, 86, 144, 165, 188, 214, 239, 266, 295, 315 SE/TE: Paraphrase, for elaboration, 263, of poetry, 807, to support thesis, 292, 313, crediting source of, 882 9
3) Revising: Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] SE/TE: Revising Overall Structure, 19, 60, 84, 112, 141, 164, 186, 212, 238, 264, 293, 314; Revising Paragraphs, Strategies for, 20, 61, 85, 85, 113, 142, 165, 187, 213, 238, 265, 294, 314; Revising Sentences, 20, 62, 86, 144, 165, 188, 214, 239, 266, 295, 315; Revising Word Choice, Strategies for, 21, 63, 88, 116, 145, 166, 190, 216, 240, 267, 296, 315 Add and delete information and details (for audience, for purpose, for unity) SE/TE: Considering Audience, 16, 56, 80, 108, 137, 161, 162, 165, 178, 179, 182, 208, 234, 258, 289; also see: Revising Paragraphs, Strategies for, 20, 61, 85, 113, 142, 165, 187, 213, 265, 294, 314 10
Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.) [NOTE: figurative language (simile, metaphor, personification, hyperbole, symbolism, imagery, irony, oxymoron, paradox, etc.), stylistic devices (alliteration, assonance, onomatopoeia, rhyme, rhythm, repetition, etc.) used with appropriate (or specific) mode/audience]. SE/TE: Revising Word Choice, Strategies for, 21, 63, 88, 116, 145, 166, 190, 216, 240, 267, 296, 315 Use available resources (reference materials, technology, etc.) SE/TE: Research Paper, 250 251, 252 255, 256 260, 261 263, 264 267, 268 269, 270 274; References: electronic catalogs, types of, 681, 695, 824, 848, on-line sites for, 856; Reading Skills: Reading Nonfiction Critically, 798 803, Reading from Varied Sources, 808 809; Electronic Texts: dictionary, 823, encyclopedia, 824; also see: Internet, 9: research using, 109, consumer reports on, 197, analyzing web pages and newsgroups, 199, maps on, 263, 752, 759, 824, search words, 383, 745, narrowing topic with, 402, library access on, 816, electronic databases on, 818, newspapers and magazines on, 820, dictionaries on, 823, electronic calendar on, 842, budgeting sites on, 844, Internet Research Handbook, 887-891 11
4) Editing: Proofread to correct errors SE/TE: Editing and Proofreading & Grammar in Your Writing, 22, 62, 65, 87, 89, 115, 118, 143, 146, 167, 189, 191, 215, 217, 239, 241, 266, 269, 295, 298, 316 Apply tools to judge quality SE/TE: Rubric for Self-/Reflecting on (rubric, checklist, feedback, etc.) Your Writing, 23, 66, 90, 119, 147, 168, 192, 218, 242, 270, 317; Peer Review, 64, 88, 117, 145, 166, 190, 216, 240, 267, 297 5) Publishing: Proofread final text SE/TE: Editing and Proofreading & Grammar in Your Writing, 22, 62, 65, 87, 89, 115, 118, 143, 146, 167, 189, 191, 215, 217, 239, 241, 266, 269, 295, 298, 316 Prepare final text (PowerPoint, SE/TE: Publishing and Presenting, 23, 66, 90, paper, poster, display, oral 119, 147, 168, 192, 218, 242, 270, 317 presentation, writing portfolio, personal journal, classroom wall, etc.) 12
b. The student will compose a response in the narrative mode clearly relating an event, telling explicitly what happened within a time frame defined by the event. SE/TE: Writing for, 308 309, 310 311, 312 313, 314 315, 316, 317 318; also see: Response to Literature, 281, 282 285, 286 290, 291 292, 293 297, 298, 299 c. The student will compose responses to literature, position papers, and expository essays in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well-elaborated and sufficient in number. TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; SE/TE: Response to Literature, 281, 282 285, 286 290, 291 292, 293 297, 298, 299 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; d. The student will compose persuasive texts for different audiences using facts and opinions. 1) TV ads SE/TE: Persuasion Advertisement pages 156 157, 158, 159 162, 163, 164 166, 167, 168 169, 170 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 2) Commercials SE/TE: Persuasion Advertisement pages 156 157, 158, 159 162, 163, 164 166, 167, 168 169, 170 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 13
3) Billboards Opportunities to address this standard may be found on the following pages: SE/TE: Persuasion Advertisement pages 156 157, 158, 159 162, 163, 164 166, 167, 168 169, 170 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 4) Catalog descriptions Opportunities to address this standard may be found on the following pages: SE/TE: Persuasion Advertisement pages 156 157, 158, 159 162, 163, 164 166, 167, 168 169, 170; Description, 106-116 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 5) Editorials SE/TE: Editorials, 151; also see: Persuasion, 128 129, 130 133, 134 138, 139 140, 141 145, 146, 147 150; TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 14
6) The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. composing or editing. 1) Past perfect and future perfect tenses SE/TE: Research Paper, 250 251, 252 255, 256 260, 261 263, 264 267, 268 269, 270 274; Reading Skills: Reading Nonfiction Critically, 798 803, Reading from Varied Sources, 808 809; Electronic Texts: dictionary, 822, encyclopedia, 824; also see: Internet, 9: research using, 109, consumer reports on, 197, analyzing web pages and newsgroups, 199, maps on, 263, 752, 759, 824, search words, 383, 745, narrowing topic with, 402, library access on, 816, electronic databases on, 818, newspapers and magazines on, 820, dictionaries on, 822, electronic calendar on, 842, budgeting sites on, 844, Internet Research Handbook, 887-891 TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; 4. The student will use standard English grammar, mechanics, and sentence structure to communicate. Objectives: a. The student will analyze text to justify the appropriate use of advanced grammar in SE/TE: Verb Usage, tenses of, 188, 189, 526 537; also see: Verb usage, 524 549, applying rules for, during tests, 336 337, test prompts of, 548 549 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 2) Active and passive voice SE/TE: Verb Usage, voices of, 86, 87, 540 543 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 15
3) Pronoun-antecedent agreement SE/TE: Antecedents, of pronouns, 346 347; Pronoun-Antecedent Agreement, 584 590 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; b. The student will analyze the appropriate use of advanced mechanics in composing or editing. 1) Capitalize regions of countries SE/TE: Capitalization, proper nouns, 640 644, proper adjectives., 645 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 2) Semicolons to separate items in SE/TE: Semicolons, 674 678: also see: a series when items include commas semicolons in compound sentences, 115, 241, 266, to correct run-on sentences, 511 1) Parallel structure of sentences using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; c. The student will manipulate sentence structure to achieve a purpose such as clarification, definition, or emphasis in composing or editing. SE/TE: Clauses, adverb, 143, independent, 241, 674 678, 679 680, types of, 468 484; Phrases, prepositional, 404, types of, 450 465, adjective, participial, 676 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 16
2) Avoiding misplaced modifiers to ensure clarity SE/TE: Modifiers, placement of, 217, misplaced, 513 515 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 3) Using subordination to express the relationship between two unequal ideas within a single sentence SE/TE: Subordinating Conjunctions, 409; Clauses, subordinate, 468, 507 508 TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; 17