S - Student before teaching AT - After teaching RA - Reassessment FA - Final Assessment

9th Grade Writing North Carolina English Language Arts Standards 2018-2019
Directions: Keep this document in your data binder and use it to keep track of your progress towards mastery.
3.75 - 4.00 = I can demonstrate a complex application, so I show advanced mastery of this grade level standard.
3.25 - 3.74 = I have a deeper understanding of the content, so I show mastery of this grade level standard.
2.50 - 3.24 = I have a complete understanding of the content, so I am proficient in this grade level standard.
1.75 - 2.49 = I have a partial understanding of the content, so I am developing in this grade level standard.
1.00 - 1.74 = I have minimal understanding and need assistance, so I am emerging in this grade level standard.
0.00 - 0.99 = I have not been introduced to this standard, so it has not been assessed yet.

WritingText Types and Purposes

W.9-10.1 Write arguments to support claims in an analysis of substantive S AT RA RA FA

topics or texts, using valid reasoning and relevant and sufficient evidence.

A. Organize information and ideas around a topic to plan and prepare to

write.
I can gather information using texts. [lok
I can outline in MLA format.

B. 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.
I can write an introduction that introduces my topic and any other
necessary information that will help me prove my argument.
I can write a thesis statement that summarizes the main argument
I want to make in my essay.

C. 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 audiences knowledge level and concerns.
I can use topic sentences at the beginning of each body paragraph
to introduce what the paragraph will be about and that suport my
thesis.
I can write body paragraphs that tie back to my topic sentences.
I can write body paragraphs that include evidence from texts.
I can focus my explanation on evidence that clearly proves my
thesis.

D. 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.
I can effectively transition between sentences, paragraphs, and
major sections of my essay.
I can tie textual and/or research evidence to thesis claims using
clear analysis.

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.
I can code switch and write in a way that is formal and scholarly.
I can write without using personal pronouns (such as I, me, my,
you, we, us, etc.).
I can write without using phrases like My or This essay will be
about
F. Provide a concluding statement or section that follows from and
supports the argument presented.
I can write a conclusion that moves the reader beyond summary
and to a better understanding of my entire argument using
rhetorical tools such as the following: touch-back, get to the heart,
look to the future and shoot the arrow zinger.

G. Develop and strengthen writing as needed by revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
I can have the guts to cut what is unnecessary.
I can rewrite or rephrase confusing sentences that do not help me
prove my point.
I can proofread and edit my own writing using the skills Ive
learned through Daily Grammar Practice.
I can use a rubric to help me assess my own writing and then go
back and make changes in weak areas.
I can accept and provide writing critique from and for peers.

W.9-10.2 Write informative/explanatory texts to examine and convey S T RA RA FA

complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.

A. Organize information and ideas around a topic to plan and prepare to

write.
I can gather information using a variety of sources.
I can outline before writing.
I can write in MLA format.

B. Introduce a topic; organize complex ideas, concepts, and information

to make important connections and distinctions; include formatting,
graphics, and multimedia when useful to aiding comprehension.
I can explain a concept by using different types of information,
including graphics and data to support my writing.

C. Develop the topic with well-chosen, relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other information
and examples appropriate to the audiences knowledge of the topic.
I can gather the information I need to comprehensively address a
topic.

D. Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex ideas
and concepts.
I can use the concluding sentence of each body paragraph to
transition my ideas.
I can create paragraphs that help me transition my ideas in longer
writing pieces by connecting ideas and concepts.

E. Use precise language and domain-specific vocabulary to manage the

complexity of the topic.
I understand my topic to the point I feel comfortable writing about
all parts of it.
F. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
I can use the concept of purpose and audience to set forth a formal
tone for different types of writing.

G. Provide a concluding statement or section that follows from and

supports the information or explanation presented.
I can write a conclusion that moves the reader beyond summary
and to a better understanding of my entire argument using
rhetorical tools such as the following: touch-back, get to the heart,
look to the future and shoot the arrow zinger.

H. Develop and strengthen writing as needed by revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
I can have the guts to cut what is unnecessary.
I can rewrite or rephrase confusing sentences that do not help me
prove my point.
I can proofread and edit my own writing using the skills Ive
learned through Daily Grammar Practice.
I can use a rubric to help me assess my own writing and then go
back and make changes in weak areas.

W.9-10.3 Write narratives to develop real or imagined experiences or S T RA RA FA

events using effective technique, well-chosen details, and well-structured
event sequences.

A. Organize information and ideas around a topic to plan and prepare to

write.
I can plan the plot of a creative writing piece.
I can create suspense using plot design, tone,mood, and action.
I can craft a new reading experience for other people using my
own ideas and style.

B. 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.
I can insert characters or points of view in my creative writing to
engage the audience without confusing them.
I can develop convincing fictional characters and/or portray both
round and flat real characters.
I can create conflict between characters to develop a theme in my
narrative writing piece.

C. Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
I can write and format dialogue between characters.
I can use other techniques, as mentioned above, to make my
creative writing interesting and engaging, but not confusing.
I can manipulate story pacing using the above mentioned
 techniques.

D. Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole.
I can structure the plot of my story to create one whole meaning,
making sure that everything comes together.
or...
I can use flashback, flash forward, or in general play with the
pacing and sequencing of my story.

E. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
I can use figurative language to enhance my writing.

F. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.
I can conclude my story in a way that makes the reading
experience enjoyable as well as meaningful for my audience.
I can use literary techniques to insure that my audience can
identify the theme of my story by the end or at the end.

G. Develop and strengthen writing as needed by revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
I can have the guts to cut what is unnecessary.
I can rewrite or rephrase confusing sentences that do not help me
prove my point.
I can proofread and edit my own writing using the skills Ive
learned through Daily Grammar Practice.
I can use a rubric to help me assess my own writing and then go
back and make changes in weak areas.
I can accept and provide writing critique from and for peers.

Writing Methods S T RA RA FA

W.9-10.4 Use digital tools and resources to produce, publish, and update
individual or shared writing products, taking advantage of technologys
capacity to link to other information and to display information flexibly and
dynamically.
I can use technology to publish my writing and share it with my
class, school, community and/or world.

W.9-10.5 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.
I can complete all components of short and long research projects.
 I can come up with my own research topic and conduct research
that is meaningful and credible.

W.9-10.6 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.
I can research a topic using the proper websites and online
scholarly journals.
I can research and properly document in MLA format multiple
sources of information (not only internet sources).
I can use our technology staff at SCHS to help with any research
questions.