Grades 9-10 Writing : Text Types and Purposes
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: analysis, claim, reason, evidence/data, relevant, credible source, rudimentary transitions, phrases and clauses, formal style,
thesis, counterclaim, transitional phrases and clauses, audience, objective tone, imagery, narrative technique (i.e. dialect, suspense, pacing),
characterization, sequencing techniques (i.e. flashback, dialogue, foreshadowing).
College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or text, including culturally diverse topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
9-10 Grade Enduring Understandings
Prior Background Knowledge
Required:
Students will…
• utilize formal style to write
a cohesive argumentative
piece with a claim.
• acknowledge and
distinguish opposing
claims.
• substantiate their claim
with evidence from the
text.
Adoption Date: July 22, 2013 Students will know…
Vocabulary:
• analysis
• claim
• reason
• evidence/data
• relevant
• credible source
• rudimentary transitions
• phrases and clauses
• formal style
• thesis
Students will understand…
• that effective arguments
include both claims and
counterclaims.
• that diction changes based
audience, structure, and
discipline.
• that transitions and
conventions create
cohesion for the reader.
• that they must supply
evidence for
Students will be able to…
• write an organized
argument which includes
counterclaims.
• use transitions to connect
ideas.
• evaluate strengths and
limitations of
claims/counterclaims.
• tailor language to a specific
audience, structure, and
discipline.
•
demonstrate their
understanding of a text
through reflective,
argumentative writing.
•
•
•
•
•
•
•
counterclaim
transitional phrases and
clauses
audience
objective tone
anecdote
appeal
summary
•
claims/counterclaims fairly
and in anticipation of their
reader.
that evaluation of claims is
necessary.
•
write a logical conclusion.
X
College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
9-10 Grade Enduring Understandings
Prior Background Knowledge
Required:
Students will…
• analyze resources to gather
information relevant to the
writing task.
• write an organized
informative/
explanatory piece that
introduces a topic, that is
Adoption Date: July 22, 2013 Students will know…
Vocabulary:
• audience
• embed
• citation
• concrete detail
• transitional phrases and
clauses
• objective tone
Students will understand…
• that precise language is
necessary to accurately
inform and control the
complexity of the topic.
• that relationships between
ideas are made clear
through effective
organization.
• that objectivity is essential
Students will be able to…
• write a clear, objective,
informative text.
• choose and organize
relevant, sufficient facts,
and details that enhance
the writing.
• organize complex ideas,
utilizing transitions.
• embed quotations.
to informative writing.
supported by relevant
details, includes effective
and varied transitions,
precise language and in a
formal style.
•
•
•
use precise language
relevant to the topic.
write in a style appropriate
for the audience and
purpose.
write a conclusion that
summarizes or supports
information presented.
X
College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Prior Background Knowledge
Required:
Students will…
• write an engaging
introduction by
establishing context and
point of view of the
narrator or characters.
• write an engaging narrative
piece, utilizing narrative
techniques, precise
language, and a reflective
conclusion.
Adoption Date: July 22, 2013 9-10 Grade Enduring Understandings
Students will know…
Students will understand…
• that using sensory
Vocabulary:
•
•
•
•
imagery
narrative technique (i.e.
dialect, suspense, pacing)
characterization
sequencing techniques (i.e.
flashback, dialogue,
foreshadowing)
•
•
•
language engages the
reader by providing a vivid
picture of the narrative.
that stories can be narrated
from multiple points of
view.
that narrative techniques
enhance the experience,
events, and characters in
the writing.
that word choice and
imagery enhance
Students will be able to…
•
•
•
•
write a vivid narrative
using multiple techniques.
develop the plot in a logical
and/or sequential order.
choose relevant details and
precise and sensory
language.
write a reflective
conclusion.
descriptive. details (show
don’t tell)
that an effective conclusion
contains specific
components.
X
Adoption Date: July 22, 2013 9-10 Grade Writing : Production and Distribution of Writing
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: ideas/content, organization, voice , word choice (i.e. informal and formal diction), sentence fluency, conventions, informal
and formal style, counter claim, argumentation, analysis, syntax, conventions, multi-draft, connotation, denotation, revise, edit, database, internet
domains ( .org, .gov, .com, .edu, .net), on-line learning environments and online resources (e.g. shared documents, wikis), MLA and APA formats
College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3 above.)
9-10 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• write for a specific purpose.
• that writing can have
Students will…
different purposes.
• ideas/content
• choose a structure
appropriate to the task and
• have multiple writing
• that different types of
• organization
experiences.
grade level expectation.
writing have different
• voice
organizational structures.
• word choice (i.e. informal
• that task and purpose are
and formal diction)
reflected in organization
• sentence fluency
and development of a
• conventions
topic.
• informal and formal style
• counter claim
• argumentation
• analysis
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of language standards 1-3
up to and including grades 11-12 on page 55.)
9-10 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• prewrite using a prewriting
• that revision is necessary
Students will…
strategy.
for growth.
• syntax
• have multiple writing
• revise and edit writing
• that revision may take
• conventions
experiences.
based on feedback (i.e. self,
multiple attempts.
• multi-draft
peer, and adult).
• respond to suggestions
• that multiple writing
• connotation
from adults and peers to
experiences will strengthen
• try new approaches for
• denotation
strengthen writing.
purpose and effect as
their command of
• revise
needed.
composition.
• use grade level
• edit
conventions.
• reflect upon their own
• that purposeful planning
writing and make revisions
leads to more effective
with a specific purpose.
writing.
• that using conventions
appropriately and correctly
aids understanding.
• that having others critique
their writing can improve
it.
• that attention to audience is
imperative.
X
College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
9-10 Grade Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• evaluate and use a variety
• that technology (i.e. the
Students will…
of technologies and
Internet) provides a forum
• database
information sources.
for publication,
• use current and emerging
• internet domains
Adoption Date: July 22, 2013 •
•
technologies to produce
and publish writing.
link to and cite sources
within their writing.
utilize data sharing
platforms to interact and
collaborate with others.
•
•
X
Adoption Date: July 22, 2013 o .org
o .gov
o .com
o .edu
o .net
on-line learning
environments and online
resources (e.g. shared
documents, wikis)
MLA and APA formats
•
collaboration, and
feedback.
that technology can be used
to update and/or link
individual shared writing
projects.
•
•
•
•
navigate the Internet and
databases.
cite sources using
appropriate formatting.
upload and download
documents.
use technology to generate
a product and collaborate
with others.
9-10 Grade Writing: Research to Build and Present Knowledge
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
Essential Vocabulary: synthesis, inquiry, advanced search, authoritative source, source formats (e.g. print, digital, oral), claim, evidence, bias,
loaded language, diction, tone, analysis, conclusion
College and Career Readiness Anchor Standard 7 for Writing: Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
9-10 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• complete a short research
• that research can be used to
Students will…
project that solves a
solve problems and answer
• synthesis
problem or answers a
questions.
• conduct short research
• inquiry
question.
projects based on self• that their research should
generated questions using
demonstrate a synthesis of
• conduct a more sustained
multiple sources, including
research project that solves
findings and their
American Indian sources
a problem or answers a
understanding of the
and topics.
question.
subject.
• generate related questions
• direct their own research
for further research that
through self-generated
allow for multiple avenues
questions.
of exploration.
• narrow or broaden the
focus of their research
when necessary.
• combine information from
multiple sources.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Writing: Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, and oral sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a standard format for citation.
9-10 Grade Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• use advanced searches to
• that sources need to be
Students will…
gather information to
evaluated to determine
• advanced search
answer a research question.
their
usefulness
in
• how to avoid plagiarism
• authoritative source
answering the research
• evaluate the usefulness of
• how to follow a standard
• source format(s) (print,
question.
sources.
format for citation.
digital, oral)
• that plagiarism must be
• use a variety of techniques
• how to paraphrase and
avoided.
(i.e. paraphrase,
quote from sources.
summarize, quote) to
• how to gather information
integrate information from
from multiple sources.
sources into the text.
• how to evaluate sources.
• obtain information from a
variety of source formats
(print, digital, oral).
X
College and Career Readiness Anchor Standard 9 for Writing: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.9-10.9 Draw evidence from literary or informational texts, including American Indian texts to support analysis, reflection, and research.
a. Apply grades 9–10 reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]” and as in James
Welch’s Fools Crow, the author retells the Pikuni traditional story, “Star Boy.” ).
b. Apply grades 9–10 reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
9-10 Grade Enduring Understandings
Students will be able to…
Students will understand …
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify important claims
• that information varies in
Students will…
from a text.
its reliability.
• claim
• analyze how works of
• select relevant evidence
• that authors vary in degree
• evidence
fiction draw on themes,
from a text.
of bias.
• bias
patterns of events, and
• analyze collected evidence
• that multiple conclusions
• loaded language
character types.
Adoption Date: July 22, 2013 •
•
•
delineate and evaluate
arguments and specific
claims.
assess whether reasoning
and evidence in the text is
sound and supported.
recognize irrelevant
evidence.
X
Adoption Date: July 22, 2013 •
•
•
•
diction
tone
analysis
conclusion
can be gathered and be
valid.
•
•
and claims.
reflect on the analysis to
synthesize a personal
conclusion and
communicate that
conclusion.
recognize author’s bias.
Ninth – Tenth Grade Writing: Research to Build and Present Knowledge Ninth – Tenth Grade Writing: Research
to Build and Present Knowledge
Essential Questions:
1. How do writers select the genre of writing for a specific purpose and audience?
2. How do essential components of the writing process guide writers in the communication of ideas?
3. How does the selection of resources impact the quality and validity of the research process and product?
4. How do regular, varied writing opportunities make you a stronger writer?
College and Career Readiness Anchor Standard 10 for Writing: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
9-10 Grade Enduring Understandings
Students will be able to…
Students will know …
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• produce a range of written
• that different time frames
Students will…
products based on task,
will be used depending
purpose, and audience.
upon task, purpose, and
• write routinely for a range
audience.
of discipline-specific tasks,
• produce a range of written
purposes, and audiences.
products using different
• that writing routinely with
time frames.
different time frames is
important.
• manage their time and
organize their writing
• that planning is an
depending on the task.
important step to writing.
X
Adoption Date: July 22, 2013