Grade-Level Focus
In Grade 9, students are expected to:
Analyze complex literary and informational texts
Write multi-paragraph, formal argumentative, narrative, and analytical essays
Use textual evidence fluently
Improve their use of academic vocabulary and grammar
Participate in scholarly discussions and oral presentations
Students also begin building the skills needed for college and career readiness, including critical thinking, research, and public speaking.
Students analyze a wide range of literary genres, focusing on author’s craft, structure, and theme.
Objectives:
Analyze complex characters and their development
Trace the development of central themes and motifs
Evaluate how an author’s choices affect plot, tone, and pacing
Identify use of literary devices: symbolism, irony, foreshadowing, allusion
Compare works from different genres, cultures, or time periods
Genres Studied:
Classical and modern novels
Drama (Shakespeare and modern plays)
Poetry (traditional and free verse)
Short stories and literary nonfiction
Sample Texts:
Romeo and Juliet by William Shakespeare
Of Mice and Men by John Steinbeck
To Kill a Mockingbird by Harper Lee
The Odyssey (translated excerpts)
Lord of the Flies by William Golding (commonly taught in honors classes)
Poetry by William Blake, Robert Frost, and Gwendolyn Brooks
Students study nonfiction texts, evaluating arguments, bias, and structure.
Objectives:
Determine central ideas and analyze development over the text
Evaluate how an author’s point of view or purpose shapes content
Analyze the structure of arguments and informational texts
Identify logical fallacies, rhetorical devices, and persuasive techniques
Compare texts on similar themes or topics across formats or media
Types of Texts:
Speeches, historical documents, essays
Biographies and memoirs
News articles and editorials
Scientific and technical texts
Example Texts:
I Have a Dream speech by Dr. Martin Luther King Jr.
Letter from Birmingham Jail (abridged)
TED Talks and NPR articles
Supreme Court rulings and constitutional documents (simplified excerpts)
Grade 9 students write for a variety of academic and creative purposes, focusing on structure, clarity, and evidence.
Types of Writing:
Argumentative Writing
Clearly state a claim, support with evidence, address counterclaims
Maintain formal tone and logic
Example: “Should schools ban smartphones?”
Literary Analysis
Analyze theme, character, or symbolism using textual evidence
Structure with thesis, evidence-based body paragraphs, and a conclusion
Example: “How does Steinbeck portray loneliness in Of Mice and Men?”
Explanatory/Informative Writing
Explain a topic using clear reasoning, data, and details
Example: “The Effects of Social Media on Human Communication”
Narrative Writing
Compose stories or personal narratives with engaging structure, character, conflict, and reflection
Example: “A Moment I’ll Never Forget”
Writing Process:
Planning → Drafting → Revising → Editing → Publishing
Emphasis on thesis development, paragraph structure (claim + evidence + explanation), and transitions
Students practice academic discussion and presentation with increasing structure and confidence.
Objectives:
Participate in group discussions with preparation and evidence
Listen actively and respond to others’ arguments and questions
Deliver organized and engaging oral presentations
Use appropriate volume, tone, pace, and eye contact
Integrate multimedia and visual aids into speeches
Common Activities:
Socratic seminars
Formal debates and oral arguments
Literature circles
Group projects with shared presentations
TED-style talks or podcasts
Grammar instruction becomes more technical and is tied to writing development. Students also focus on academic and domain-specific vocabulary.
Grammar Skills:
Sentence types and punctuation (comma splices, run-ons, fragments)
Use of semicolons, colons, dashes, and parentheses
Parallel structure
Active/passive voice
Subject-verb agreement and pronoun clarity
Vocabulary Development:
Greek/Latin roots and affixes (e.g., bene, rupt, phon)
Contextual and connotative meaning
Tier 2 academic words for essay writing (e.g., analyze, evaluate, contrast)
Synonyms, antonyms, nuance, and tone
Vocabulary from reading texts
| Day | ELA Activities |
|---|
| Monday | Literature analysis, literary device mini-lesson, literary essay writing |
| Tuesday | Nonfiction reading, argument writing, vocabulary practice |
| Wednesday | Grammar workshop, writing revision and editing, discussion prep |
| Thursday | Socratic seminar or debate, oral reading, group collaboration |
| Friday | Reading comprehension quiz, creative/narrative writing, project time |
Assessments & Monitoring
Reading Assessments:
Comprehension quizzes
Literary analysis writing
Text-dependent questions
Compare/contrast essays (cross-genre or multi-text)
Writing Assessments:
Argument, literary, narrative, and informative essays (graded by rubric)
Timed writing and SAT-style prompts
Research reports and presentations
Peer review and self-assessment rubrics
Speaking & Listening:
Oral presentation rubrics
Group discussion assessments
Listening comprehension tasks (audio/video sources)
Grammar & Vocabulary:
Weekly grammar practice and quizzes
Vocabulary-in-context and roots quizzes
Sentence editing tasks
Technology Integration
Google Docs/Slides – Drafting, feedback, presentations
CommonLit / Newsela – Differentiated reading and assessments
Turnitin – Plagiarism checking and peer review
NoRedInk – Grammar and writing skill development
Flip – Oral discussion or presentation practice
Padlet / Canva – Brainstorming and project displays
Reading Benchmarks by End of Grade 9
Students should be able to:
Analyze literary and nonfiction texts independently and deeply
Identify theme, tone, style, and structure
Support claims with multiple pieces of textual evidence
Compare authors’ perspectives and techniques
Read complex texts with fluency and comprehension
Writing Benchmarks by End of Grade 9
Students should be able to:
Write structured, thesis-driven essays
Use textual evidence and citations effectively
Use formal grammar and punctuation consistently
Engage in the writing process with revision and reflection
Write for different audiences and purposes (argument, explanation, narrative)
Recommended Texts and Authors
Literature:
Romeo and Juliet by Shakespeare
To Kill a Mockingbird by Harper Lee
Of Mice and Men by John Steinbeck
The Odyssey (excerpts) by Homer
Things Fall Apart by Chinua Achebe (optional)
Poetry by Walt Whitman, Emily Dickinson, Robert Frost
Informational Texts:
The Declaration of Independence and Constitution (excerpts)
I Have a Dream speech (MLK)
Articles from NPR, Smithsonian, The Atlantic, Upfront
TED Talks and formal essays
Support at Home
Parents/guardians can help by:
Discussing books, current events, and issues critically
Reviewing essays and grammar with students
Providing access to quality news and nonfiction
Encouraging journaling or creative writing
Practicing timed writing and public speaking at home
Social & Emotional Learning in ELA
Texts and discussions often explore:
Identity, justice, and personal ethics
Courage, empathy, and resilience
Cultural awareness and global perspectives
Character development and real-world applications of values
