- Grade 9 ELA Module 1, Unit 3, Lesson 12 | EngageNY
- Grade 9 ELA Module 1, Unit 3, Lesson 12
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Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented e.
Writing Standard 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Grade 9 ELA Module 1, Unit 3, Lesson 12 | EngageNY
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Writing Standard 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.
Writing Standard 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 common of Language standards up to and including grades Writing Standard 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.
Writing Standard 8 Gather relevant information from multiple authoritative print and digital 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. Writing Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 9—10 Reading standards to literature i. Apply grades 9—10 Reading standards to literary nonfiction i.
Grade 9 ELA Module 1, Unit 3, Lesson 12
Writing Standard 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. Speaking and Listening Standards. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making e. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse media or formats e. Speaking and Listening Standard 4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Speaking and Listening Standard 5 Make strategic use of digital media e. Speaking and Listening Standard 6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. See grades Language Standards 1 and 3 for specific expectations. See the table on page 64 for a complete listing and Appendix A for an example of how these skills develop in sophistication. Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure. Use various types of phrases noun, verb, adjectival, adverbial, participial, prepositional, absolute and clauses independent, dependent; noun, relative, adverbial to convey specific meanings and add variety and interest to writing or presentations.
Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a semicolon and perhaps a conjunctive adverb to link two or more closely related independent clauses. Use a colon to introduce a list or quotation.
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Spell correctly. Language Standard 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Write and edit work so that it conforms to the guidelines in a style manual e. Language Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content , choosing flexibly from a range of strategies. Use context e. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech e.
Consult general and specialized reference materials e. Verify the preliminary determination of the meaning of a word or phrase e.
Language Standard 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech e. Analyze nuances in the meaning of words with similar denotations. Language Standard 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Problem URL. Describe the connection issue. SearchWorks Catalog Stanford Libraries. Common Core curriculum maps in English language arts, grades Edition 1st ed. Physical description xx, p. Series Common Core series. Online Available online. Full view. Education Library Cubberley. C Unknown.
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