Assessment Techniques

Grade 9

Language Standards:

2.5,3.14,3.15,3.16

Academic Expectation #3 "Students will learn to seek and use information effectively, creatively, and ethically to construct knowledge."

Reading/Literature Standards:

2.5, 9.6,10.5

Academic Expectation #1 "Students will read actively and critically."

Composition Standards:

19.24,19.25 Imaginative writing

19.26,19.27 Informational,

Expository writing

20.5,21.8,22.9,23.12,12.13,

24.5, 25.5

Academic Expectation #2

"Students will speak and write

effectively."

Academic Expectation #3

Media Standards: 26.5

27.6 27.7

 Academic

Expectation #2 "Students will speak and write effectively."

I. Teacher-made quizzes and tests

II. Student self-assessment (formative assessments, student-generated rubrics)

III. Performance

tests

IV. Criterion Referenced tests

(student self-selected individual objectives)

V. Criterion referenced tests based on small group objectives

At the conclusion of Grade 9, students will be able to:

infer meaning of unknown

Vocabulary words from the context of their reading by using the prefix, suffix, or root;

identify the main idea of a paragraph;

make logical inferences about character;

be able to apply basic poetic terms and concepts (See Glossary in McDougall-Littell, Literature. Orange Level or Prentice Hall Literature: Gold Level)

identify the difference between a phrase and a clause;

identify prepositional phrases (adjective vs.

Vocabulary:

Resources: Prentice Hall Literature: Gold Level (308, 802, 296) and Word Wealth, Part 4 (Word Parts: prefixes and roots from Latin and Greek origins) 4.23, 4.24.4.25

Oral presentations:

(Prentice Hall p. 976-977):

Speaking:

(2.5,6.8,6.9)

(at least one formal speech with note cards only): (1-3 min.)

1. Clarity

2. Pace

3. Purpose

4. Audience

5. Tone

6. Continuity

7. Volume projection and

     inflection

8.  Style

Assignments:

~ Students will "translate" a speech from Romeo & Juliet into contemporary English (Prentice Hall Literature: Gold Level, 689).

Resources: McDougall-Littell, Literature:

Orange Level or Prentice Hall Literature: Gold Level (various selections of short stories and nonfictional selections)

Fiction:

Standards: 8.29, 8.30, 11.5, 12.5,

15.7, 15.8

Of Mice and Men, Steinbeck

The House on Mango Street.

Cisneros

To Kill a Mockingbird. Lee

The Light in the Forest. Richter

Nonfiction:

Standards: 8.31, 13.24, 13.25,

15.7, 15.8

John Hersey's essay

"Hiroshima"

"Blood on Our Hands," a

supplemental essay by Nicholas D. Kristof

Maya Angelou's "New

Directions"

Carl Sandburg's "A Lincoln

Resources: All sections are based on Warriner English Grammar and Composition, Third Course or supplements from outside resources:

Sentence structure (Chapters 1 -

4)

Standards: 5.23,5.24,5.25,5.26,

5.27,5.28,5.29

Paragraph unity

(Chapter 12)

Usage

(Chapters 5- 9)

Words Confused

(Chapter 28)

Writing Portfolio Contents

Sample Paragraph

•   What is a topic sentence?

•   How does a writer achieve coherence and unity in a paragraph? In an essay?

•   What is a thesis statement (How does a claim of fact differ from a claim of

Students will save one essay in their school folder and on a disk (using Word) and format the essay correctly (double spacing, indenting paragraphs, proofreading for errors

Students will demonstrate how to use the Internet to find at least one on-line resource to supplement part of an essay that they write for the class.

VI.

Standardized Achievement

Tests (SDRT)

VII.  Criterion-referenced achievement tests based on a student’s potential

adverb phrases), participial, gerund, and infinitive phrases, appositive phrases, adjective, adverb, and noun clauses;

write sentences that reflect knowledge and understanding of simple, compound, complex and compound-complex structures;

write a unified, coherent 5-paragraph essay;

write a block-style business letter;

address a business envelope correctly;

understand what plagiarism is and offer specific ways to avoid it;

exchange information cooperatively in groups and make contributions based on reading or research;

make oral presentations that demonstrate evidence of accurate research and critical reading;

identify exposition, rising action, climax, falling action, denouement, aside, soliloquy, and other dramatic conventions

Students will read a background to Lizzie Borden's trial and then divide into groups, one pro, one con, to re-try Lizzie today based on evidence from the article as well as from legal definitions in place today.

~ Students will read Parley Mowat's "Whales for the Killing" and defend the Mayor or St. Pierre-Miquelon or an environmental group (narrator, Mayor's defenders, spokesperson for the environmental group)

~ After reading "Hiroshima," divide students into groups that each represent a character from Hersey's essay; have students research and then report to the class the experiences of that character's life during the last 40 years (Part 5 of the essay).

Language Awareness:

6.8,6.9

-As students read Of Mice and Men, I Know Why the Caged Bird Sings, and To Kill A Mockingbird, they will identify examples of dialect, colloquial, and formal English usage and explain how these different usage levels fit the context.

Grammar: Warriner. Third

Course (5.23, 5.24, 5.25 5.26, 5.27, 5.28, 5.29)

1. Phrases and Clauses

Preface"

Bill Gates' "The Road Ahead"

Isaac Bashevis Singer's "The

Washwoman"

Lorraine Hansbeny's "On

Summer"

Rudolfo Anaya "A Celebration

of Grandfathers"

Joan Didion's "Georgia

O'Keeffe"

John McPhee's "Arthur Ashe

Remembered"

Chief Dan George's "There is a Longing"

Nelson Mandela's "Glory and

Hope"

I Know Why the Caged Bird

Sings, Angelou

I Have Lived a Thousand Years. Bitton-Jackson

When I was Puerto Rican. Santiago

Drama:

Standards: 16.11, 17.7, 18.5 Romeo and Juliet. Shakespeare The Dancers. Horton Foote

West Side Story, Leonard Bernstein

Mythology:

Medea

Antigone

Odyssey

            value?)

•   What kinds of examples create coherence?

•   How do we integrate quotations?

•  How do integrated

quotations contribute to a mature style?

Five-paragraph essay (pro/con or expository)

Emphasis on textual support;

Five-paragraph format avoiding redundancy;

student-generated thesis statement;

student-generated examples and evidence (textual or personal).

Open Response:

focus on answering the question;

giving specific support;

teacher-generated topics for guidance

Sample Business Letter (Chapter

18)

Sample Envelope

identify elements of nonfiction such as persuasion, logic mood, tone, voice, point of view, rhetorical devices, bias

identify elements of fiction, such as plot, exposition, setting, conflict, rising action, climax, foreshadowing, irony, symbolism, imagery, theme

(5.24, 5.25) Chapter 3

2. Sentence Types (5.23) Chapter 4

3. Usage Chapters 5-9

4. Words Confused Chapter 28

Parts of Speech Video and quiz (CHS Library)

Sentence Structure: Fight for a Good Cause video from Teacher's Video Company with quiz (CHS Library)

Edith Hamilton's Mythology. pp. 1-139; pp. 178-193, and pp. 256-264.

Poetry:

Students will be able to identify specific figures of speech, the significance of images in a poem, the poem's tone vs. its mood;

students will be able to identify significant poetic forms

Standards 14.5

"Oedipus" by Josephine Miles

(in Literature, Perrine/Arp)

"Scars" by Peter Meinke

"Jocasta" by Ruth Eisenberg

"Jabberwocky" by Lewis Carroll

"Blackberry Eating" by Galway

Kinnell

"Woman's Work" by Julia

Alvarez

"Siren Song" by Margaret

Atwood

"The Seven Ages of Man" by

William Shakespeare

"The Raven" by Edgar Allan

Poe

"Sonnet 30" by William

Shakespeare

"I Hear America Singing" by

Walt Whitman

"Women" by Alice Walker

"Summer" by Walter Dean

Myers

"The Bells" by Edgar Allan Poe