9th Writing Skills Map

Term	Unit	Core Content for Assessment 4.1		Critical Vocabulary	Instructional Strategies & Resources	Assessment
See Writing Curriculum – This unit will repeat with each piece of writing in the curriculum.	Writing Process	WR-E-4.7.0 Focusing	· Connecting to content knowledge · Connecting with prior learning and experience · Initiating an authentic reason to write · Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write	Focusing Prewriting Purpose
		WR-HS-4.8.0 Prewriting	· Establishing a purpose and central/controlling idea or focus · Identifying and analyzing the audience · Determining the most appropriate form to meet the needs of purpose and audience · Generating ideas (e.g., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities) · Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information	Prewriting Purpose Central/controlling idea Focus Audience Form
		WR-HS-4.9.0 Drafting	· Writing draft(s) for an intended audience · Developing topic, elaborating, exploring sentence variety and language use · Organizing writing	Drafting Audience Topic Elaborate Sentence Variety Organize
		WR-HS-4.10.0 Revising (Content/ Ideas)	· Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content · Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content · Checking for accuracy of content · Considering voice, tone, style, intended audience, coherence, transitions, pacing · Comparing with rubric criteria and anchor papers/models · Considering effectiveness of language usage and sentences to communicate ideas	Reflect Add Delete Rearrange Define Redefine Elaborate Content Conference Accuracy Voice Tone Style Audience Coherence Transitions Pacing Rubric
		Revising Skills WR-HS-4.10.0	Idea Development · Students will narrow topic for selected writing. · Students will compose a topic sentence of a paragraph that is purposefully placed to enhance reader awareness. · Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts). · Students will delete extraneous/irrelevant materials. Organization · Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position. · Students will compose effective and subtle transitions. · Students will develop effective introductions and closures for writing. · Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development). Word Choice · Students will eliminate redundant words and phrases. · Students will apply the most specific word for use in a sentence.	Narrow Topic Topic Sentence Supporting Details Dialogue Predictions Research findings Extraneous Irrelevant Chronological order Sequential order Transition Parallelism Word forms Lists Phrases Clauses Sentences Organization Idea development Redundant Specific
		WR-HS-4.11.0 Editing (Conventions and Mechanics)	· Checking for correctness with self, teacher or peer(s) o Language usage o Sentence structure o Spelling o Capitalization o Punctuation o Documentation of sources · Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks)	Correctness Resources Documentation Thesaurus
1^st Six Weeks	Language Usage	Editing Skills WR-HS-4.11.0	Language Usage · Students will apply knowledge of subject/verb agreement with both singular and plural subjects. · Students will apply knowledge of present, past and future tenses. · Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. · Students will apply knowledge of special problems in usage, (e.g., a/an, to/two/ too, their/ there/ they’re), pronoun references and double negatives. · Students will apply knowledge of idiomatic expressions.	Subject/Verb Agreement Singular subject Plural subject Present tense Past tense Future tense Comparative adjective and adverb Superlative adjective and adverb Usage Pronoun references Double negative Idiomatic expression
3^rd Six Weeks	Sentence Structure		Sentence Structure · Students will correct run-on and awkward sentences. · Students will correct sentence fragments. · Students will combine short, choppy sentences effectively. · Students will combine simple sentences by using subordination and coordination. · Students will correct sentences with misplaced and/or dangling modifiers.	Run-on sentence Sentence fragment Simple sentence Subordination Coordination Misplaced modifier Dangling modifier
Weekly	Spelling		Spelling · Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words. · Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words. · Students will apply knowledge of spelling patterns, generalizations and rules to contractions. · Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.	Plural Contraction Verb ending
2^nd Six Weeks	Capitalization		Capitalization · Students will capitalize proper nouns (e.g., names, days, months). · Students will capitalize the beginning of sentences. · Students will capitalize the pronoun “I”. · Students will capitalize proper adjectives. · Students will capitalize first word in a quote when appropriate. · Students will capitalize the first word and every succeeding main word in a title.	Proper noun Pronoun Proper adjective Title
2^nd Six Weeks	Punctuation		Punctuation · Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences. · Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter. · Students will correctly apply the rules of punctuation for commas in appositives, direct address and introductory phrases and clauses. · Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission. · Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms. · Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences. · Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting. · Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.	Sentence Types Declarative Exclamatory Interrogative Imperative Commas Apostrophes Periods Abbreviation Acronym Semi-colon Colon Quotation Marks Dialogue Direct/Indirect quote
2^nd Six Weeks	Documentation		Documentation · Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).	Document Source Format
See units.	Personal Narrative, Myth/Tall Tale, Poetry, Transactive Writing, and Reflective Writing	WR-HS-4.12.0 Publishing	· Sharing final piece with intended audience
See units.	Personal Narrative, Myth/Tall Tale, Poetry, Transactive Writing, and Reflective Writing	WR-HS-4.13.0 Reflecting	Reflecting upon · Progress, growth and goals as a writer · Literacy skills · Who or what has influenced progress and growth · Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining)