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Language Arts - 9th Grade
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Intended Learning Outcomes (ILOs)
The overarching intent of language arts instruction in grades 7-12 is for students to value, appreciate, and demonstrate literacy through expressive and receptive language skills, and to understand and investigate the self, others, the culture, and the environment. The Intended Learning Outcomes (ILOs) describe the goals for language arts skills and attitudes. They are an integral part of the Core, and should be included as part of instruction. Process skills in language arts domains are critical to the development of high levels of literacy and lead to understanding and internalizing ILOs.
The needs of ninth grade students transitioning to high school are a fundamental concern to middle-level language arts teachers. Teachers attempt to meet the unique needs of these students by using curriculum concepts such as thematic organization, teaming among teachers, appropriate grouping, and interdisciplinary efforts. At the ninth grade level, the Utah Core focuses on reading and writing experiences that are developmentally appropriate: vocabulary instruction that compares connotation with denotation and identifies word meanings using sentence structure (grammar), reading instruction that focuses on inference and the difference between interesting and important information in informational text, and character development and more complex figurative language in narrative and poetry. Writing focuses on comparing multiple ideas and perspectives to extend thinking through writing, and concentrates on persuasive writing in preparation for the Utah Basic Skills Test. Skills in analytical evaluation and assessment of writing become more nuanced, and editing skills are specific and clearly delineated. Inquiry skills are focused on questioning as a research technique and evaluating sources of information.
Core Standards of the Course
(Extended Writing): Write to persuade others. (Emphasize persuasive compositions. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade levels.)