9th Grade - CCSS: Unpacking and Map the Standards
List Grade-specific Standard
9- Reading – Literature
What are the grade level
Concepts and Skills you will
teach? Or What must
students learn?
1. Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Inference vs. explicit evidence
PD360, PD360B
Infer vs. imply PD360
Citation of text evidence
Analysis vs. Opinion
2. Determine central ideas or themes of
a text and analyze their development;
summarize the key supporting details
and ideas.
Identifying themes/ideas PD360
Development of themes
Summary with details PD360,
PD360B
4. Interpret words and phrases as they
are used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific
word choices shape meaning or tone.
Interpretation of text
Figurative Language PD360
Connotations
Style
Tone
7. Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.*
Content evaluation PD360
Compare and Contrast PD360,
PD360B, PD360C
10. By the end of grade 9, read and
comprehend literature, including stories,
dramas, and poems, in the grades 9–10
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
Independent/active reading,
PD360, PD360B, PD360C,
PD360D, PD360E, PD360F
note-taking skills PD360, PD360B,
PD360C, PD360D
9 – Reading –
Informational Texts
PD360, PD360B
6. Determine an author’s point of view
Point of view
Purpose PD360
Inference PD360
Fact vs. Opinion PD360
Thesis identification PD360
or purpose in a text.
8. Identify and evaluate the
argument and specific claims in a
What materials and
resources will you
utilize?
When will you teach the
concepts and skills?
How will you know when the students can
do it? What is the evidence of learning?
Novel Unit
(Possible texts
including, but not
limited to: To Kill a
Mockingbird, Of Mice
and Men, Anthem,
Speak, etc.)
Novel Unit
(Possible texts
including, but not
limited to: To Kill a
Mockingbird, Of Mice
and Men, Anthem,
Speak, etc.),
1st Semester
Passing Literary Reading Work Sample
End of Unit Assessment
1st Semester
Passing Literary Reading Work Sample
End of Unit Assessment
Drama Unit
(Possible texts
including, but not
limited to: Romeo and
Juliet, Of Mice and
Men, Assorted
Screenplays)
Novel Unit/
Short Stories
(Collected, assorted,
diverse short stories)
Library, textbooks,
videos, etc.
2nd Semester
Passing Informative Reading Work Sample
End of Unit Assessment
1st Semester
Passing Literary Reading Work Sample
End of Unit Assessment
1st and 2nd Semesters
When students have passed OAKS/Smarter
Balance
AND/OR
Passing scores on class Assessments
Novel Unit/
Short Stories
1st Semester
Passing Literary Reading Work Sample
End of Unit Assessment
Write Source, Essay
Architect,
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
Teacher Selected Texts
(TSTs)
Current/relevant Events
text, assessing whether the
reasoning is valid and the evidence
is relevant and sufficient; identify
false statements and fallacious
reasoning.
9th grade - Writing
1. Write arguments to support claims in
an analysis of substantive topics or
texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claim(s), 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.
e. Provide a concluding statement or
section that follows from the argument
presented.
2. Write informative/explanatory texts to
examine Information through the
selection, organization, and analysis
a.. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension
e. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
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).
3. Write narratives to develop real or
imagined experiences or events using
effective relevant descriptive details,
and well-structured
a. Engage and orient the reader by
establishing a context and introducing a
narrator and/or characters; organize an
event sequence that unfolds naturally
and logically.
d. Use precise words and phrases,
Argument/Persuasive Essays
5 Paragraph Essay PD360
Thesis vs. topic PD360
Supporting details PD360
Conclusion
Precise Language PD360
ODE 6-trait Rubric
ODE CCSS Writing
Rubric
Essay/Writing Unit
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
Explanatory writing PD360
Topic vs. thesis
Organization PD360
Precise Language PD360
Conclusion
Essay/Writing Unit
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
Writing Process PD360, PD360B
Exposition
Setting
Plot Development
Character Development
Imagery (Sensory details)
Precise Language PD360
Conclusion
Essay/Writing Unit
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
relevant descriptive details, and sensory
language to convey experiences and
events.
e. Provide a conclusion that follows
from the narrated experiences or
events.
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.)
10. Write routinely over extended time
frames (time for research, reflection, and
revision) for a range of tasks, purposes,
and audiences.
Writing process PD360, PD360B
Essay/Writing Unit
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
Writing process PD360, PD360B
Essay/Writing Unit
2nd Semester
Passing Writing Work Sample
End of Unit Assessment
Class Discussion PD360, PD360B,
PD360C, PD360D
Group Work PD360, PD360B
Collaborative Projects PD360
Do assigned homework PD360,
Active Participation PD360
Chronometer
Rubric
Notecards
2nd Semester
Passing Speaking Work sample
End of Unit Assessment
Public Speaking PD360, PD360B,
PD360C
6 trait of writing PD360
Note cards PD360
In-class Speech
Essay
1st and 2nd Semesters
Passing Work Samples
(Reading/Writing/speaking)
End of Unit Assessment
Conventions PD360
Essay/Writing Unit
1st and 2nd Semesters
Passing Work Samples
(Reading/Writing/speaking)
End of Unit Assessment
Tone PD360
Mood PD360
Register
MLA Guideline
Editing PD360, PD360B
Essay/Writing Unit
1st and 2nd Semesters
Passing Writing Work sample
End of Unit Assessment
9th Grade Speaking and
Listening
1.Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades 9–
10 topics, texts, and issues, building on
others’ ideas and expressing their own
clearly and persuasively.
a. 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.
9th Grade – Language
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a .Use parallel structure.*
2. Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
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.
a. Write and edit work so that it conforms
to the guidelines in a style manual
e.g., MLA / APA Turabian’s Manual for
appropriate for the discipline and writing
type.
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.
b. patterns of word changes that indicate
different meanings or parts e.g., analyze,
analysis, advocate, advocacy).
Dictionary Usage PD360
Thesaurus Usage
Context clues
Synonyms PD360
Homonyms
Dictionaries
Thesauruses
1st and 2nd Semesters
End of Unit Assessment