FCPS Program of Studies

Language Arts/English Curriculum

English 9

Students read and analyze a variety of literary and nonfiction texts, exploring the characteristics of different forms and the techniques authors use to achieve their intended purpose. Language study extends students’ vocabulary through learning about connotations, denotations, word origins, and structures. Students apply their understanding of grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing to varied and frequent writing assignments. Through narrative, expository, and persuasive writings, students build on their understanding of writing as a process of prewriting, drafting, revising, and publishing. In the research process, students find, evaluate, and select appropriate sources to access information to create a research product. They also develop communication skills through listening to and practicing oral presentations.

(This is a Standards of Learning aligned course, which is tested in 11th grade.)

Last Updated: 08/17/12 10:15 AM

ELA.G9

Standard 1

MAKE PLANNED ORAL PRESENTATIONS INDEPENDENTLY AND IN SMALL GROUPS

Benchmark 1.a

Include Definitions to Increase Clarity

	Indicator 1.a.1
	Define technical and specialized language to increase clarity

Benchmark 1.b

Use Relevant Details to Support Main Ideas

	Indicator 1.b.1
	Incorporate details to support the main ideas of oral presentations

	Indicator 1.b.2
	Evaluate information sources for reliability, accuracy, and relevance

Benchmark 1.c

Illustrate Main Ideas Through Anecdotes and Examples

	Indicator 1.c.1
	Support main ideas of oral presentations through examples

	Indicator 1.c.2
	Choose anecdotes, examples that are relevant, meaningful to audience

Benchmark 1.d

Use Language Appropriate to Topic, Audience, and Purpose

	Indicator 1.d.1
	Use grammar, vocab appropriate for situation, topic, audience, purpose

	Indicator 1.d.2
	Organize presentation appropriate to the topic, audience, and purpose

Benchmark 1.e

Use Verbal and Nonverbal Techniques for Presentation

	Indicator 1.e.1
	Use verbal techniques

	Indicator 1.e.2
	Use nonverbal techniques

	Indicator 1.e.3
	Keep eye contact, adjust volume, be aware of posture, gestures, etc.

	Indicator 1.e.4
	Use visual aids to support the content of the presentation

Benchmark 1.f

Evaluate Impact and Purpose of Presentation

	Indicator 1.f.1
	Assess the impact of presentations using a rubric or checklist

	Indicator 1.f.2
	Analyze, critique relationship among purpose, audience, and content

	Indicator 1.f.3
	Analyze, critique the effectiveness of speaker's voice, gestures, etc.

	Indicator 1.f.4
	Use group feedback to revise future presentations

Benchmark 1.g

Cite Information Sources

	Indicator 1.g.1
	Give credit to sources by citing authors, researchers, titles, etc.

	Indicator 1.g.2
	Cite sources according to proper MLA or APA format

Benchmark 1.h

Give Impromptu Responses to Questions About Presentations

	Indicator 1.h.1
	Respond to questions about oral presentations

Benchmark 1.i

Give, Follow Spoken Directions to Perform Tasks, Solve Problems, etc.

	Indicator 1.i.1
	Give, follow spoken directions to perform tasks, solve problems, etc.

	Indicator 1.i.2
	Engage others in a conversation by posing and responding to questions

Benchmark 1.j

Use a Variety of Strategies to Listen Actively

	Indicator 1.j.1
	Listen actively, look at speaker, show attentiveness, give feedback

Benchmark 1.k

Summarize, Evaluate Information Presented Orally by Others

	Indicator 1.k.1
	Summarize, paraphrase others to show attentiveness; provide evaluation

Benchmark 1.l

Assume Shared Responsibility for Collaborative Work

	Indicator 1.l.1
	Collaborate to set rules for group presentations and discussions

	Indicator 1.l.2
	Exercise flexibility to make compromises to accomplish a goal

	Indicator 1.l.3
	Define a team goal and work toward its mastery

	Indicator 1.l.4
	Maintain collaboration by acknowledging and respecting all ideas

	Indicator 1.l.5
	Demonstrate respect for ideas acknowledging differing points of view

	Indicator 1.l.6
	Come to agreement by seeking consensus

	Indicator 1.l.7
	Develop speaking, listening skills through collaboration, discussion

	Indicator 1.l.8
	Collaborate with others to exchange ideas, solve problems, etc.

ELA.G9

Standard 2

PRODUCE, ANALYZE, EVALUATE AUDITORY, VISUAL, WRITTEN MEDIA MESSAGES

Benchmark 2.a

Analyze and Interpret Special Effects Used in Media Messages

	Indicator 2.a.1
	Evaluate how special effects in a media message persuade viewers

Benchmark 2.b

Determine the Purpose of the Media Message and Its Effect on Audience

	Indicator 2.b.1
	Determine the purpose of the media message

	Indicator 2.b.2
	Identify and evaluate word choice in the media

	Indicator 2.b.3
	Comprehend persuasive language, connotations to convey viewpoint, bias

	Indicator 2.b.4
	Analyze how persuasive techniques change viewers' behavior

	Indicator 2.b.5
	Describe effect of persuasive messages in media on the audience

	Indicator 2.b.6
	Reflect on elements of media messages that impact own behaviors, etc.

Benchmark 2.c

Describe Relationships in Mass Media Coverage, Public Opinion Trends

	Indicator 2.c.1
	Identify public opinion trends and possible causes

Benchmark 2.d

Evaluate Sources for Relationships Between Intent and Factual Content

	Indicator 2.d.1
	Evaluate sources for relationships between intent and factual content

	Indicator 2.d.2
	Identify and analyze sources and viewpoints in the media

	Indicator 2.d.3
	Analyze information in the media and distinguish fact and opinion

Benchmark 2.e

Monitor, Analyze, and Use Multiple Streams of Simultaneous Information

	Indicator 2.e.1
	Analyze information from many different print and electronic sources

	Indicator 2.e.2
	Investigate the use of bias and viewpoints in media

	Indicator 2.e.3
	Create, publish media messages with different purposes

	Indicator 2.e.4
	Analyze how an audience creates meaning through synthesis of messages

ELA.G9

Standard 3

APPLY KNOWLEDGE OF WORD ORIGINS, ETC. TO EXTEND VOCABULARY

Benchmark 3.a

Use Structural Analysis of Roots, Affixes, etc. to Understand Words

	Indicator 3.a.1
	Use roots or affixes to determine the meanings of complex words

	Indicator 3.a.2
	Use synonyms and antonyms to understand the meaning of complex words

	Indicator 3.a.3
	Use cognates to understand the meaning of complex words

Benchmark 3.b

Use Context, Structure, etc. to Determine Meanings of Words, Phrases

	Indicator 3.b.1
	Use context as a clue to the meanings of a word or phrase

	Indicator 3.b.2
	Use word structure to analyze and relate words

	Indicator 3.b.3
	Demonstrate an understanding of connotations in word meaning

	Indicator 3.b.4
	Demonstrate an understanding of word relationships in word meaning

	Indicator 3.b.5
	Use patterns of word changes that indicate different meanings, etc.

Benchmark 3.c

Discriminate Between Connotative and Denotative Meanings

	Indicator 3.c.1
	Analyze and interpret connotations of words with similar denotations

	Indicator 3.c.2
	Demonstrate understanding of word relationships, nuances in meaning

	Indicator 3.c.3
	Connect how author's purpose affects the connotations of words

Benchmark 3.d

Identify the Meaning of Common Idioms

	Indicator 3.d.1
	Demonstrate an understanding of idioms

Benchmark 3.e

Identify Literary, Classical Allusions and Figurative Language in Text

	Indicator 3.e.1
	Use prior knowledge and other study to identify meaning of allusions

	Indicator 3.e.2
	Demonstrate an understanding of figurative language in word meanings

	Indicator 3.e.3
	Interpret figures of speech in context and analyze their roles in text

	Indicator 3.e.4
	Evaluate use of figurative language to determine how it enriches text

Benchmark 3.f

Extend Vocabulary through Speaking, Reading, and Writing

	Indicator 3.f.1
	Extend vocabulary through speaking, reading, and writing

	Indicator 3.f.2
	Consult reference materials to find the pronunciation, meaning, etc.

Benchmark 3.g

Use Knowledge of Language to Comprehend Texts

	Indicator 3.g.1
	Use knowledge of language to comprehend texts

	Indicator 3.g.2
	Analyze how word etymology impacts contemporary usage

ELA.G9

Standard 4

READ, COMPREHEND, AND ANALYZE A VARIETY OF LITERARY TEXTS

Benchmark 4.a

Identify Author's Main Idea and Purpose

	Indicator 4.a.1
	Identify author's main idea and purpose

Benchmark 4.b

Summarize Text Relating Supporting Details

	Indicator 4.b.1
	Identify supporting details

	Indicator 4.b.2
	Summarize the text relating the supporting details

Benchmark 4.c

Identify the Characteristics That Distinguish Literary Forms

	Indicator 4.c.1
	Identify the characteristics that distinguish literary forms

	Indicator 4.c.2
	Identify and analyze elements of dramatic literature

	Indicator 4.c.3
	Identify and analyze the characteristics of narratives

	Indicator 4.c.4
	Identify and analyze the characteristics of poetry

	Indicator 4.c.5
	Identify, analyze the characteristics of essays, narrative nonfiction

Benchmark 4.d

Use Literary Terms in Describing and Analyzing Sections

	Indicator 4.d.1
	Use literary terms in describing and analyzing selections

	Indicator 4.d.2
	Use academic language when describing, analyzing literary selections

Benchmark 4.e

Explain the Relationship Among Elements of Literature

	Indicator 4.e.1
	Explain the relationship among elements of literature

	Indicator 4.e.2
	Analyze how characters develop, interact, advance plot, develop theme

	Indicator 4.e.3
	Analyze how authors create multilayered characters

	Indicator 4.e.4
	Analyze how the plot structures advance the action in literature

	Indicator 4.e.5
	Determine theme of a text and analyze its development throughout text

	Indicator 4.e.6
	Describe how stage directions help the reader understand the play

Benchmark 4.f

Compare, Contrast How Literary Devices Convey Message, Elicit Emotion

	Indicator 4.f.1
	Identify sound devices

	Indicator 4.f.2
	Compare, contrast sound devices to convey a message, elicit emotion

	Indicator 4.f.3
	Compare, contrast types of figurative language, other literary devices

	Indicator 4.f.4
	Reflect on one's own emotional response to a piece of literature

Benchmark 4.g

Analyze the Cultural or Social Function of a Literary Text

	Indicator 4.g.1
	Analyze the cultural or social function of a literary text

Benchmark 4.h

Explain Relationship Between the Author's Style and Literary Effect

	Indicator 4.h.1
	Explain relationship between the author's style literary effect

	Indicator 4.h.2
	Apply elements of other authors' styles to create an original work

Benchmark 4.i

Explain Influence of Historical Context on Form, Style, Point of View

	Indicator 4.i.1
	Explain influence of historical context on form, style, point of view

	Indicator 4.i.2
	Analyze a point of view or cultural experience reflected in a work

	Indicator 4.i.3
	Analyze literature for historical information

Benchmark 4.j

Compare, Contrast Author's Use of Literary Elements among Genres

	Indicator 4.j.1
	Compare, contrast author's use of literary elements among genres

	Indicator 4.j.2
	Identify, analyze author's use of structuring techniques in literature

	Indicator 4.j.3
	Analyze techniques used by authors to convey info about a character

	Indicator 4.j.4
	Analyze character types

	Indicator 4.j.5
	Compare and contrast subject or key scene in two different media

Benchmark 4.k

Analyze How Word Choice and Syntax Achieve Effects and Support Purpose

	Indicator 4.k.1
	Analyze how word choice and syntax achieve effects and support purpose

	Indicator 4.k.2
	Identify, analyze author's use of diction, syntax to convey ideas

Benchmark 4.l

Make Predictions/Inferences, Draw Conclusions, Connect Prior Knowledge

	Indicator 4.l.1
	Make predictions to support reading comprehension

	Indicator 4.l.2
	Make inferences to support reading comprehension

	Indicator 4.l.3
	Draw conclusions to support reading comprehension

	Indicator 4.l.4
	Connect prior knowledge to support reading comprehension

Benchmark 4.m

Use Reading Strategies to Monitor Comprehension

	Indicator 4.m.1
	Use reading strategies to monitor comprehension

ELA.G9

Standard 5

READ AND ANALYZE A VARIETY OF NONFICTION TEXTS

Benchmark 5.a

Recognize Author's Intended Purpose for Writing and Identify Main Idea

	Indicator 5.a.1
	Explain author's purpose in informational text

	Indicator 5.a.2
	Explain author's purpose in functional text

	Indicator 5.a.3
	Identify and infer the main idea of complex informational texts

	Indicator 5.a.4
	Compare purpose, main idea of fiction, nonfiction on same topic

Benchmark 5.b

Summarize Text Relating Supporting Details

	Indicator 5.b.1
	Summarize details that support the main idea of informational text

Benchmark 5.c

Use Text Structures to Locate Information, Gain Meaning from Texts

	Indicator 5.c.1
	Examine text structures to comprehend and analyze

	Indicator 5.c.2
	Demonstrate the use of text features to locate information

Benchmark 5.d

Identify Characteristics of Expository, Technical, Persuasive Texts

	Indicator 5.d.1
	Identify characteristics of expository texts

	Indicator 5.d.2
	Identify characteristics of technical texts

	Indicator 5.d.3
	Identify characteristics of persuasive texts

	Indicator 5.d.4
	Compare characteristics of texts from different genres

Benchmark 5.e

Identify Position/Argument to be Confirmed, Disproved, or Modified

	Indicator 5.e.1
	Identify an author's position/argument within informational text

	Indicator 5.e.2
	Analyze multiple texts with conflicting information on the same topic

Benchmark 5.f

Evaluate Clarity, Accuracy of Information Found in Informational Texts

	Indicator 5.f.1
	Evaluate clarity, accuracy of information found in informational texts

	Indicator 5.f.2
	Evaluate clarity, accuracy of information found in functional texts

Benchmark 5.g

Analyze and Synthesize Information to Solve Problems, etc.

	Indicator 5.g.1
	Analyze and synthesize information to solve problems, etc.

Benchmark 5.h

Draw Conclusions, Make Inferences on Explicit and Implied Information

	Indicator 5.h.1
	Draw conclusions, make inferences from complex informational texts

	Indicator 5.h.2
	Explain, communicate inferences, etc. based on explicit, implied info.

Benchmark 5.i

Differentiate Between Fact and Opinion

	Indicator 5.i.1
	Differentiate between fact and opinion

Benchmark 5.j

Organize and Synthesize Information for Writings and Presentations

	Indicator 5.j.1
	Organize and synthesize information for writings and presentations

	Indicator 5.j.2
	Synthesize information on a topic of personal or global significance

Benchmark 5.k

Use Reading Strategies to Monitor Comprehension

	Indicator 5.k.1
	Use a variety of reading strategies to self-monitor comprehension

ELA.G9

Standard 6

DEVELOP NARRATIVE, EXPOSITORY, AND INFORMATIONAL WRITINGS

Benchmark 6.a

Generate, Gather, and Organize Ideas for Writing

	Indicator 6.a.1
	Generate and gather ideas for writing

	Indicator 6.a.2
	Use prewriting strategies and organize writing

Benchmark 6.b

Plan, Organize Writing to Address a Specific Audience and Purpose

	Indicator 6.b.1
	Plan and develop writing with an appropriate audience and purpose

	Indicator 6.b.2
	Plan and develop organized written products

	Indicator 6.b.3
	Plan writing that reflects an appropriate point of view

	Indicator 6.b.4
	Practice writing for shorter and extended time frames

Benchmark 6.c

Communicate Clearly Purpose of the Writing Using a Thesis Statement

	Indicator 6.c.1
	Demonstrate writing purpose as narrative, persuasive, expository, etc.

	Indicator 6.c.2
	Write a clear, focused thesis that addresses the purpose of writing

	Indicator 6.c.3
	Provide an engaging introduction and a clear thesis statement

	Indicator 6.c.4
	Write to an authentic audience for the chosen topic

Benchmark 6.d

Write Clear, Varied Sentences Using Specific Vocabulary, Information

	Indicator 6.d.1
	Write clear, varied sentences, and increase use of embedded clauses

	Indicator 6.d.2
	Use specific vocabulary and information

	Indicator 6.d.3
	Integrate quotations from texts into the grammar of the paragraphs

Benchmark 6.e

Elaborate Ideas Clearly through Word Choice and Vivid Description

	Indicator 6.e.1
	Use precise language to convey a vivid picture

	Indicator 6.e.2
	Develop the topic with appropriate information, details, and examples

	Indicator 6.e.3
	Apply narrative techniques to develop experiences or characters

	Indicator 6.e.4
	Use evidence from literary or informational texts to support analysis

Benchmark 6.f

Arrange Paragraphs into a Logical Progression

	Indicator 6.f.1
	Arrange paragraphs into a logical progression

Benchmark 6.g

Use Transitions between Paragraphs and Ideas

	Indicator 6.g.1
	Use appropriate words, phrases to signal organizational pattern, etc.

	Indicator 6.g.2
	Use transitional phrases to clarify the interrelationship of ideas

Benchmark 6.h

Revise Writing for Clarity of Content, Accuracy, Depth of Information

	Indicator 6.h.1
	Revise writing for clarity, content, intended audience, etc.

	Indicator 6.h.2
	Maintain a formal style and objective tone in academic writing

	Indicator 6.h.3
	Collaborate to improve writing through small, large group discussions

	Indicator 6.h.4
	Reflect on personal progress toward established goals

Benchmark 6.i

Use Computer Technology to Plan, Draft, Revise, Edit, Publish Writing

	Indicator 6.i.1
	Use computer technology to plan, draft, revise, edit, publish writing

ELA.G9

Standard 7

EDIT WRITING FOR CORRECT GRAMMAR, CAPITALIZATION, ETC.

Benchmark 7.a

Use and Apply Rules for the Parts of a Sentence

	Indicator 7.a.1
	Apply rules for using subjects and verbs in sentence development

	Indicator 7.a.2
	Apply rules for using direct, indirect objects in sentence development

	Indicator 7.a.3
	Apply rules for using predicate nominatives and predicate adjectives

	Indicator 7.a.4
	Apply rules for using coordinating conjunctions

Benchmark 7.b

Use Parallel Structures Across Sentences and Paragraphs

	Indicator 7.b.1
	Use parallel structures across sentences and paragraphs

Benchmark 7.c

Use Appositives, Main Clauses, and Subordinate Clauses

	Indicator 7.c.1
	Use appositives

	Indicator 7.c.2
	Use main clauses and subordinate clauses

	Indicator 7.c.3
	Use various types of phrases, clauses to convey meanings, add variety

Benchmark 7.d

Distinguish, Divide Main, Subordinate Clauses with Commas, Semicolons

	Indicator 7.d.1
	Distinguish, divide main, subordinate clauses with commas, semicolons

	Indicator 7.d.2
	Use a semicolon or a conjunctive adverb to link independent clauses

Benchmark 7.e

Distinguish between Active and Passive Voice

	Indicator 7.e.1
	Differentiate between active, passive voice to create a desired effect

Benchmark 7.f

Proofread and Edit Writing for Intended Audience and Purpose

	Indicator 7.f.1
	Proofread and edit writing for intended audience and purpose

	Indicator 7.f.2
	Distinguish among comma, semicolon, and colon use

	Indicator 7.f.3
	Proofread and edit writing for grammar, capitalization, spelling, etc.

	Indicator 7.f.4
	Use peer- and self-evaluation to edit writing

	Indicator 7.f.5
	Reflect on the strengths and weaknesses of one's own writing

ELA.G9

Standard 8

USE PRINT, ONLINE RESOURCES, ETC. TO ACCESS INFORMATION

Benchmark 8.a

Use Technology to Research, Organize, Evaluate, and Communicate Info.

	Indicator 8.a.1
	Use Internet resources, electronic databases, etc. to access info.

	Indicator 8.a.2
	Use Internet resources, electronic databases, etc. to organize info.

	Indicator 8.a.3
	Use Internet resources, electronic databases, etc. to present info.

	Indicator 8.a.4
	Embed information accessed electronically in a research document

	Indicator 8.a.5
	Synthesize information from a variety of electronic sources

Benchmark 8.b

Narrow the Focus of a Search

	Indicator 8.b.1
	Focus the topic; identify audience, purpose, and useful search terms

Benchmark 8.c

Find, Evaluate, Select Appropriate Sources to Access Information, etc.

	Indicator 8.c.1
	Select resources based on reliability, accuracy, and relevance

	Indicator 8.c.2
	Access information from a variety of print and non-print sources

	Indicator 8.c.3
	Distinguish between primary and secondary sources

Benchmark 8.d

Verify the Validity and Accuracy of All Information

	Indicator 8.d.1
	Verify the validity and accuracy of information

	Indicator 8.d.2
	Differentiate between reliable and unreliable resources

	Indicator 8.d.3
	Evaluate the usefulness of information to the research product

Benchmark 8.e

Make Sense of Information Gathered from Diverse Sources

	Indicator 8.e.1
	Make sense of information gathered from diverse sources

Benchmark 8.f

Credit the Sources of Quoted, Paraphrased, and Summarized Ideas

	Indicator 8.f.1
	Credit the sources of quoted, paraphrased, and summarized ideas

Benchmark 8.g

Cite Sources of Information Using MLA or APA

	Indicator 8.g.1
	Use a style sheet, such as MLA or APA, to cite sources

Benchmark 8.h

Define Plagiarism and Follow Guidelines for Using Information

	Indicator 8.h.1
	Define the meaning and consequences of plagiarism

	Indicator 8.h.2
	Understand that plagiarism is presenting someone else's ideas as own

	Indicator 8.h.3
	Distinguish one's ideas from information created by others

	Indicator 8.h.4
	Use quotation marks when someone else's exact words are quoted

	Indicator 8.h.5
	Cite sources to give credit to the author of an original work

	Indicator 8.h.6
	Understand the consequences of plagiarism in college and careers

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)