Grade Nine
Students in ninth grade should demonstrate an understanding of common language conventions including
capitalization, homonyms and homophones, and punctuation used in complex structures. This includes, for
instance, colons and the semi-colons.
Reading assignments for ninth graders should include activities that help them analyze the structure of texts and
how literary devices such as point of view, symbolism, tension, irony, or foreshadowing contribute to the
author's intended meaning. For instance, they should be able to analyze the author's motive for his or her
development of the plot or the characters. Furthermore, students should be able to identify a theme or themes
in a text and its parallel with common human experiences like the power of a dream, friendship, loneliness, or
hopelessness.
In turn, writing assignments for ninth graders should stem from their reading, including activities that help them
process information and gather evidence for their writing. Composing dialectical journal entries to capture key
passages from essay or literary works is one example. Essays should be written in an explanatory or informative
format, drawing passages from the text to support a clearly articulated thesis. Drafting and revising with
computer-based word-processing programs should be the standard. Students should understand the basic steps
involved in correctly quoting and preparing work cited entries for sources used.
ANCHOR STANDARDS
CONVENTIONS OF STANDARD ENGLISH | KNOWLEDGE OF LANGUAGE | VOCABULARY ACQUISITION AND USE
{Review the correct use of a semicolon to link two or more closely related independent clauses. At times, a
conjunctive adverb may be necessary.}
The following sentences are in need of a semicolon. Place a semicolon in the appropriate place.
Underline any conjunctive adverbs that are used and understand how these are used in relation to
semicolons.
1. Janet was unable to get to the concert on time someone else had to step in to sing her part.
2. Timothy missed the bus to take him to school therefore, he had to ask his mom to take him.
3. Jonathan wanted to go to the track meet to support his friends however, the meet was canceled
due to the weather.
{Understand the accurate use of a colon to introduce lists, words, phrases or quotations.}
Each of the following sentences needs a colon in order to make the sentence correct. Identify the objects
that are introduced and place a colon in the appropriate place.
1. I like many healthy foods carrots, broccoli, apples, spinach and oranges.
2. In writing, colon punctuation is used for one purpose to introduce.
3. Mary has only one thing on her mind work.
4. My mom always told me to follow the Golden Rule "Treat others as you want to be treated.”
ANCHOR STANDARDS
TEXT TYPES AND PURPOSES | PRODUCTION AND DISTRIBUTION OF WRITING | RESEARCH TO BUILD AND PRESENT
KNOWLEDGE
{In a close reading of John Steinbeck’s novel, Of Mice and Men, identify themes reflected in the story.}
Create a dialectical journal to help keep track of important passages that reflect certain themes. Each journal
entry should include a direct quote showing a theme with correct parenthetical documentation. The journal
entry should also include a response to the quote that explains what is occurring during this part of the text as
well as what theme appears to be present. See below for example:
Direct Quote from Text with
Parenthetical Documentation
George tells Lennie, “I got you
and you got me” (Steinbeck
24).
Possible Theme
This passage shows a theme of friendship because George and
Lennie are unlike other ranch hands; they are able to rely on each
other.
Provide several quotes and responses for the novel. When finished, choose a theme that occurs several times
throughout the novel (e.g., friendship, loneliness, hopelessness, dreams, etc.). This theme should be shown in
the dialectical chart at least three times. Using this central theme, write an essay that analyzes this theme in
five paragraphs. The first paragraph should introduce the theme as well as a thesis statement to explain what
the focus of the essay will be. The second, third, and fourth paragraphs should include the evidence that
comes from the dialectical journal. Each piece of evidence should be cited correctly with parenthetical
documentation. The final paragraph should restate the thesis and sum up the evidence provided throughout
the rest of the essay. A works cited page should be included.
{Develop a topic by researching a specific event, idea, or subject.}
For example, instead of researching a broad topic like The Great Depression, focus your research on a particular
detail relevant to that time period. An example may be how The Dust Bowl impacted Oklahoma farmers. When
researching this topic, gather information from both print and digital sources. Assess the effectiveness of each
source as it relates to the topic chosen. While avoiding plagiarism, choose relevant evidence from sources to
support ideas generated from the topic chosen. Create a thesis statement or central question surrounding the
topic and compose an essay that presents evidence that supports the thesis or answers the question generated.
All quotes or paraphrases used must be correctly cited with parenthetical documentation. Each paragraph must
be organized and include relevant facts, details, and examples appropriate to the topic chosen. A works cited
page should be included.
ANCHOR STANDARDS
KEY IDEAS AND DETAILS | CRAFT AND STRUCTURE | INTEGRATION OF KNOWLEDGE AND IDEAS | RANGE OF READING AND
LEVEL OF TEXT COMPLEXITY
{While engaging in a close reading of Edgar Allen Poe’s short story, “The Cask of Amontillado,” annotate
the text by focusing on specific words and phrases.}
For example, circle words that are unfamiliar or may need interpretation. In the margin, write what these words
may mean, and when finished with the reading, locate an accurate meaning. Underline phrases that seem
significant. These may include phrases that show suspense, create tension, characterize a specific character,
indicate a flashback, allude to the point of view, etc. In the margin, explain why these phrases are significant to
show understanding. When finished with the reading, engage in a discussion with a teacher and peers about
findings throughout the reading while alluding to the piece that was annotated. Focus on the point of view of
the main character Fortunado, and discuss his participation and role throughout the piece. To assess
understanding of the short story, write a paragraph or more explaining how the point of view of the piece helps
create tension, suspense, and/or surprise for the reader. Explain how this text may have been different if it had
been written in a different point of view.
{Using Shakespeare’s Romeo and Juliet, and Ovid’s Metamorphoses, compare the scenes relating to the
goddess Diana.}
Read this section of the Metamorphoses first and create a log of Ovid’s description of Diana while referring the
story surrounding her. Next, Refer to Act I, Scene II of Romeo and Juliet and read the conversation between
Benvolio and Romeo about Romeo’s unrequited love for Rosaline. Participate in a group discussion about how
and why Shakespeare alludes to Ovid’s piece. Write an essay analyzing how Shakespeare draws on Ovid’s
Metamorphoses in order to enhance his own piece. Use specific details from each piece with quotes and
paraphrases while citing all information correctly. Include a works cited page.
ANCHOR STANDARDS
COMPREHENSION AND COLLABORATION | PRESENTATION OF KNOWLEDGE AND IDEAS
{ Review the meaning of irony and the different types of irony that can be used before engaging in a close
reading of O Henry’s short story, “The Gift of the Magi.” }
Annotate the text closely by looking for situations or phrases that allude to irony. This reading should be done
individually and not with a class or group of students. After finishing the reading, write a brief summary
explaining the ironic details within the story and how these details came to light. Decide which type of irony is
being used in the short story. Be prepared to share your findings by referring to evidence found in the short
story. Locate specific pages and paragraphs in order to discuss your discoveries. Engage in a group discussion
with other peers about what you have found. Be sure to use academic language with your peers and accept
new information voiced by others.
{An allusion is an implied or indirect reference to something else.}
A literary allusion is an implied or indirect reference to a work of literature. There are several literary
allusions throughout Ray Bradbury’s novel, Fahrenheit 451. After engaging in a close reading of this novel
choose a literary allusion to research and share with a class or a group of fellow students. The following
information will need to be presented using a diverse media or format. The final project should include the
literary allusion used as the title to your project, the quote from Fahrenheit 451 that uses your specific literary
allusion, (This should include parenthetical documentation.) the meaning of the quote in reference to the
original work it came from, and it must be visually appealing and unique in creativity. Be prepared to present
the allusion orally to a group of peers. Permit classmates to respond to your findings and be able to address
any questions that arise.