Grade 9 Assessment Plan

Report Cards
A. First Term Mark (November report card) will consist of:
1. First Term Goals
2. Quizzes
3. Moleskine Assessment
4. Friday Discussions
5. Letter-Essays
6. First Term Exam
B. Second Term Mark (March report card) will consist of:
1. First and Second Term Goals
2. Quizzes (cumulative)
3. Moleskine Assessment (cumulative)
4. Friday Discussions (cumulative)
5. Letter-Essays (cumulative)
6. First and Second Term Exam
C. Final Class Mark Breakdown (June report card):
1. Term Goals:
10%
2. Quizzes:
15%
3. Moleskine Assessment:
10%
4. Friday Discussions:
5%
5. Letter-Essays:
10%
6. First/Second Term Exams:
10% ea
7. Final Exam:
15%
8. Final Portfolio:
15%
VII. Assessment
A. Term Goals
1. Every term, students will be deciding upon three reading and three writing goals, in consultation with the teacher.
2. These goals will be SMART: specific, measurable, attainable, relevant, and time-based. I will read more or I will get better
at writing are not SMART goals; I will read two non-fiction books before the end of the term and I will use the technique
show, dont tell in two poems this term are SMART goals.
3. A student will be assessed on a simple pass/fail scale for each goal. Thus, if a student achieves all three reading and all three
writing goals in a term, they will receive 100% for this category.
B. Quizzes

Grade 9 Assessment Plan

1. Students will be periodically given quizzes on course content. These will be primarily the identification and implementation of
writing or reading techniques (write a paragraph using show, dont tell or discuss the use of metaphor in a poem are two
examples).
2. Quizzes will be given without warning. By the time a quiz is given, the content being quizzed will have been taught and
reinforced several times. At the time of the quiz, it is expected that the student will both know and be able to demonstrate her
knowledge of this content. In other words, theres no reason why a diligent student should receive a mark of less than 100% in this
category.
3. In the rare event of a student absence, students are expected to bring a note the following day and will be permitted to complete
a make-up assignment at lunch. On the day that the quiz is given, an absent student will be given a mark of zero. It is up to the
student to ensure that the above conditions are met (parental note, attendance at lunch the next day) so that the student can
complete the make-up assignment and earn a mark for that quiz.
C. Moleskine Assessment
1. Good writing takes practice. The Moleskine notebook is a place for reflection, ideas, snippets of dialogue or poetry, and
fantastic words. When a student is not completing a piece or reading a piece to hand in, theyll be writing in their Moleskines.
2. Its also where students will be completing weekly guided exercises, normally given during class time but occasionally as
homework. (Absent students are still expected to complete these guided exercises.)
3. Assessment of Moleskine work will take place throughout the semester and at the end of each term.
a. Assessment will consist of the completion of weekly guided exercises. Marks for these exercises will occasionally be
entered throughout the year so that students receive an interim mark.
b. Generally, however, this assessment category is based on the completion of three to five pages of draft writing every
week (which, of course, means that students need to date each entry) and all guided exercises.
4. Students, guard your Moleskines with your life, and lose them at your peril.
D. Friday Discussions (see also Section IV.A.5)
1. Each Friday, students will take a break from the regular schedule of the class and participate in discussions about literature and
each others writing. Various pieces of prose writing will be given out on Monday and are expected to be read and annotated
before Fridays class.
2. Every other Friday, students will also be participating in a workshop discussion where one student is chosen to present her work
to the class in exchange for specific and helpful feedback.
3. Assessment is based solely on positive participation in these discussions.

Grade 9 Assessment Plan

4. Due to the nature of these class discussions, attendance is mandatory, and no alternative assignments will be given out due to
absences.
E. Letter-Essays
1. Every three weeks, students are expected to complete a letter-essay on a novel. See due dates below.
2. This is an informal piece of writing, addressed alternatively to me and to a friend, that demonstrates a solid understanding of the
novel, including plot, characterisation, writing techniques, and theme.
3. Each letter-essay must be three pages, single-spaced, and composed in students letter-essay notebooks (not lined paper, not
Moleskines, not typed).
4. Letter-essays have required elements (to be given out in class), and assessment is based solely on whether a given letter-essay
has met these requirements.
5. As one letter essay is expected to be completed every three weeks, and each letter-essay must be written about a novel
completely read by the student, I would recommend that students read at least one novel every two weeks, giving the student a full
week to work on the letter-essay.
6. Letter-essays are single-draft exercises; there is no revision required. (This, however, does not mean that students do not need to
attend to the basics of writing, such as spelling, punctuation, capitalization, and so on.)
F. Term Exams
1. Term exams allow students the opportunity to show that theyve learned in a timed setting. These exams are performance based;
that is, they will be asked to demonstrate the writing and reading techniques taught during each term.
2. Exam dates are announced. Each exam will take place near the end of each term (October, February, and June).
3. In the rare event of a student absence on the announced exam date:
a. Students are expected to bring a note the following day and will be permitted to complete an alternative exam at lunch.
(This does not apply to the final exam.)
b. On the day that the exam is given, an absent student will be given a mark of zero. It is up to the student to ensure that
the above conditions are met (parental note, attendance at lunch the next day) so that the student can complete an
alternative exam and earn a mark for it.
G. Final Portfolio
1. A students final portfolio consists of completed drafts of poetry, short-short stories, memoirs, reviews, essays, and other forms
of writing explored over the course of a year. Each completed draft will have photocopies of notes from the Moleskine, rough

Grade 9 Assessment Plan

drafts handed in (along with notes and suggestions from me and other students), and the final copy itself, including the date on
which it was approved.
2. Each completed piece represents a substantial amount of work. (Getting a piece approved is a cause for celebration!)
3. I will be assessing each individual portfolio on an individual basis. The assessment will be based on the variety of modes of
writing (poetry, short-short stories, etc.), the breadth of writing completed, risk, voice, and sophistication. A list of pieces that
should be included in your portfolio will be handed out.
4. Writing is a subjective process, and the assessment of writing is also necessarily subjective. The following elements are required
in order for students to receive a strong mark in this category:
a. A variety of modes of writing (poetry, short-short stories, and essays are examples of modes of writing),
b. The breadth of writing completed (remember that a diligent writer who works hard in class and completes homework
writing on a regular basis should be completing one piece of writing each week), and
c. Complexity, risk, and voice (all of which are incredibly subjective, but will be explained in class).

Grade 9 Assessment Plan

Portfolios

Assignment

Weighting

Mark

Percentage

Poem #1

5%

/5

Poem #2

5%

/5

Poem #3

5%

/5

Comic Strip

5%

/5

Short Short

15%

/15

Memoir

15%

/15

Advocacy Journalism

10%

/10

Review

10%

/10

Book Talk (Written Component)

8%

/8

Book Talk (Presentation

Component)

2%

/2

20%

/20

Poem #4

2%

/5

Poem #5

2%

/5

Book Talk #2

2%

/5

Essay
BONUS MARKS

Grade 9 Assessment Plan

Grade 9 English GLOs and SLOs
GLOs
General
Outcome 1
Students will
listen, speak,
read, write,
view and
represent to
explore
thoughts,
ideas, feelings
and
experiences.

SLOs
1.1
Discover and
Explore

Specific SLOs

Where each SLO will be taught/exercised

1.1.1 Express ideas and develop understanding

talk with others and experience a variety of oral, print and other
media texts to explore, develop and justify own opinions and points
of view
explore and explain how interactions with others and with oral,
print and other media texts affect personal understandings
extend understanding by taking different points of view when
rereading and reflecting on oral, print and other media texts

1.1.1- These SLOS will be exercised during

Tuesdays Book Talks, Tuesdays Poem
Response, Fridays Prose Discussions, and
Moleskin Free Writing Assignments.

1.1.3 Express preferences

explain preferences for texts and genres by particular writers,
artists, storytellers and filmmakers

1.1.3 - These SLOs will be exercised by picking

out their own texts, Reviews (Portfolio
Assignment), and Book Talks (Portfolio
Assignment).

Key words to
take away:
-personal
connections
-different points
of view
1.1.2 Experiment with language and forms
1.1.2 - These SLOs will be exercised during
-share ideas
Tuesdays Poem Response, Fridays Prose
develop and extend understanding by expressing and responding to
-preferences
ideas on the same topic, in a variety of forms of oral, print and other
Discussions, Portfolios, and Moleskin Free
-set goals
media texts
Writing Assignments.

1.1.4 Set goals

reflect on own growth in language learning and use, by considering
progress over time and the attainment of personal goals
1.2
Clarify and
Extend
Key words to
take away:
-combine ideas
-different points
of view
-diverse
opinions
-explore
ambiguity

1.1.4 - These SLOs will be exercised by setting

(beginning of term) and reflecting on goals
(every Wednesday).

1.2.1 Consider the ideas of others

integrate own perspectives and interpretations with new
understandings developed through discussing and through
experiencing a variety of oral, print and other media texts

1.2.1- These SLOS will be exercised during

Tuesdays Poem Response, and Fridays Prose
Discussions.

1.2.2 Combine ideas

examine and re-examine ideas, information and experiences from
different points of view to find patterns and see relationships

1.2.2- These SLOs will be exercised during

revisions to drafts, Fridays Workshop
Discussions, Tuesdays Poem Response, and
Fridays Prose Discussions

1.2.3 Extend understanding

assess whether new information extends understanding by
considering diverse opinions and exploring ambiguities

1.2.3- These SLOs will be exercised during

Tuesdays Poem Response, and Fridays Prose
Discussions

Grade 9 Assessment Plan

GLOs
General
Outcome 2
Students will
listen, speak,
read, write,
view and
represent to
comprehend
and respond
personally and
critically to
oral, print and
other media
texts.

SLOs
2.1
Use Strategies
and Cues
Key words to
take away:
-different
interpretations
-prior
knowledge
-explicit/
implicit
information
-comprehension
-intent, content,
structure of text
-purpose
-reference
material

Specific SLOs

Where each SLO will be taught/exercised

2.1.1 Use prior knowledge

discuss how interpretations of the same text might vary, according
to the prior knowledge and experiences of various readers
use previous reading experiences, personal experiences and prior
knowledge as a basis for reflecting on and interpreting ideas
encountered in texts

2.1.1 - These SLOs will be exercised during

Tuesdays Poem Response, Fridays Prose
Discussions, and Advocacy Journalism
Assignment (Portfolios)

2.1.2 Use comprehension strategies

identify explicit and implicit ideas and information in texts; listen
and respond to various interpretations of the same text
select appropriate reading rate and strategies for comprehending
texts less closely connected to prior knowledge and personal
experiences
preview complex texts as to their intent, content and structure, and
use this information to set a purpose and select strategies for
reading

2.1.2 - These SLOS will be exercised and taught

during Reading Mini Lessons/Practice, Writing
Mini Lessons/Practice, Tuesdays Poem
Response, Fridays Prose Discussions, Essay
Assignment (Portfolio), Letter Essays, Quizzes,
Final Exam.

2.1.3 Use textual cues

use knowledge of visual and textual cues and structural features
when skimming and scanning various print and other media texts to
locate relevant information effectively and efficiently
analyze and discuss how the structural features of informational
materials, such as textbooks, bibliographies, databases, catalogues,
web sites, commercials and newscasts, enhance the effectiveness
and efficiency of communication
2.1.4 Use phonics and structural analysis
apply and explain effective procedures for identifying and
comprehending words in context; adjust procedures according to
the purpose for reading and the complexity of the texts
2.1.5 Use references
use reference materials, including a writer's handbook, to verify
correct usage, address uncertainties and solve problems that arise

2.1.3 - These SLOS will be exercised and taught

during Reading Mini Lessons/Practice, Writing
Mini Lessons/Practice, Tuesdays Poem
Response, Fridays Prose Discussions, Essay
Assignment (Portfolio), Letter Essays, Quizzes,
Final Exam.

2.1.4 - These SLOS will be exercised and taught

during Reading Mini Lessons/Practice, Writing
Mini Lessons/Practice, Tuesdays Poem
Response, Fridays Prose Discussions, Essay
Assignment (Portfolio), and Letter Essays.
2.1.5 - These SLOs will be exercised during
Letter Essays, Portfolios, Moleskin Assignments.

Grade 9 Assessment Plan

GLOs

SLOs
2.2
Respond to
Texts

Specific SLOs

2.2.1 Experience various texts

experience oral, print and other media texts from a variety of
cultural traditions and genres, such as essays, broadcast
advertisements, novels, poetry, documentaries, films, electronic
Key words to
magazines and realistic fiction
take away:
identify and discuss how timeless themes are developed in a variety
-variety of texts
of oral, print and other media texts
-themes
consider historical context when developing own points of view or
-historical
interpretations of oral, print and other media texts
context
compare and contrast own life situation with themes of oral, print
-peer/other
and other media texts
interpretations
express the themes of oral, print or other media texts in different
-insight
forms or genres
-point of view
consider peers' interpretations of oral, print and other media texts,
-make
referring to the texts for supporting or contradicting evidence
connections
-irony
2.2.2 Construct meaning from texts
-symbolism
analyze how the choices and motives of characters portrayed in
-perspective
oral, print and other media texts provide insight into those of self
-proportion
and others
-character
identify and discuss theme and point of view in oral, print and other
development
media texts
-dominant
discuss and explain various interpretations of the same oral, print or
impression
other media text
-mood
relate the themes, emotions and experiences portrayed in oral, print
-style
and other media texts to issues of personal interest or significance
-plot points
2.2.3 Appreciate the artistry of texts
discuss how techniques, such as irony, symbolism, perspective and
proportion, communicate meaning and enhance effect in oral, print
and other media texts
discuss character development in terms of consistency of behaviour
and plausibility of change
describe how theme, dominant impression and mood are developed
and sustained through choices in language use and the
interrelationship of plot, setting and character
identify features that define particular oral, print and other media
texts; discuss differences in style and their effects on content and
audience impression

Where each SLO will be taught/exercised

2.2.1 - These SLOs will be exercised through
Tuesdays Poem Response, Fridays Prose
Discussions, Tuesdays Book Talks, Letter
Essays, Essays (portfolios), Mondays Reading
Mini Lesson, and Thursdays Writing Mini
Lesson.

2.2.2 - These SLOs and GLOs will be taught and

exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Letter Essays, Essays
(portfolios), Mondays Reading Mini Lesson, and
Thursdays Writing Mini Lessons.

2.2.3 - These SLOs and GLOs will be taught and

exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Tuesdays Book Talks, Letter
Essays, Essays (portfolios), Mondays Reading
Mini Lesson, and Thursdays Writing Mini
Lesson

Grade 9 Assessment Plan

GLOs

SLOs
2.3
Understand
forms,
elements and
techniques

Key words to
take away:
-compare texts
-effectiveness
of text
-visuals
-imagery
-metaphor

Specific SLOs
2.3.1 Understand forms and genres
explain the relationships between purposes and characteristics of
various forms and genres of oral, print and other media texts
evaluate the effectiveness of different types of media texts for
presenting ideas and information
2.3.2 Understand techniques and elements
compare the development of character, plot and theme in two oral,
print or other media texts
evaluate the effectiveness of oral, print and other media texts,
considering the believability of plot and setting, the credibility of
characters, and the development and resolution of conflict
compare a main character in one text to the main character in
another text from a different era, genre or medium
identify ways that a change in narrator might affect the overall
meaning of oral, print and other media texts
summarize the content of media texts, and suggest alternative
treatments
2.3.3 Experiment with language
analyze creative uses of language and visuals in popular culture,
such as advertisements, electronic magazines and the Internet;
recognize how imagery and figurative language, such as
metaphor, create a dominant impression, mood and tone

Where each SLO will be taught/exercised

2.3.1 - These SLOs will be exercised and taught in
Tuesdays Poem Response, Fridays Prose
Discussions, Tuesdays Book Talks, Letter
Essays, Essays (portfolios), Mondays Reading
Mini Lesson, and Thursdays Writing Mini
Lesson
2.3.2 - These SLOs will be exercised and taught in
Fridays Prose Discussions, Letter Essays,
Portfolios (Both in their own work and when
reflecting on another text) Mondays Reading
Mini Lesson, and Thursdays Writing Mini
Lesson

2.3.3 - These SLOs will be taught and exercised in

Fridays Prose Discussions, Letter Essays,
Portfolios (Both in their own work and when
reflecting on another text) Mondays Reading
Mini Lesson, and Thursdays Writing Mini
Lesson

Grade 9 Assessment Plan

GLOs

General
Outcome 3
Students will
listen, speak,
read, write,
view and
represent to
manage ideas
and
information.

SLOs

Specific SLOs

Where each SLO will be taught/exercised

2.4
Create
Original Text

2.4.1 Generate ideas

generalize from own experience to create oral, print and other
media texts on a theme

2.4.1 - These SLOs will be taught and exercised in

Letter Essays, Portfolios (primarily Memoirs),
Thursdays Writing Mini Lesson

Key words to
take away:

2.4.2 Elaborate on the expression of ideas

create oral, print and other media texts on common literary themes

-theme
-plot
-setting
-action
- create

2.4.3 Structure texts

create oral, print and other media texts that interrelate plot, setting
and character, and reveal the significance of the action
create oral, print and other media texts that include main and minor
characters, and show how the main character develops and changes
as a result of the action and events

2.4.2 - These SLOs will be taught and exercised in

Portfolios (primarily Memoirs), Thursdays
Writing Mini Lesson.

3.1
Plan and
Focus

3.1.1 Focus attention

synthesize ideas and information from a variety of sources to
develop own opinions, points of view and general impressions
assess adequacy, accuracy, detail and appropriateness of oral, print
and other media texts to support or further develop arguments,
opinions or points of view

Key words to
take away:
-synthesize
ideas
-balance
research and
own ideas
-effective
support

3.1.2 Determine information needs

select types and sources of information to achieve an effective
balance between researched information and own ideas
3.1.3 Plan to gather information
select information sources that will provide effective support,
convincing argument or unique perspectives

2.4.3 - These SLOs will be taught and exercised in

Portfolios (primarily Memoirs), Thursdays
Writing Mini Lesson.

3.1.1 - These SLOs will be exercised and taught in,

Letter Essays, Essays (portfolios), Reviews
(portfolios), Advocacy Journalism (portfolios)
Mondays Reading Mini Lesson, and Thursdays
Writing Mini Lesson.
3.1.2 - These SLOs will be exercised and taught in,
Letter Essays, Essays (portfolios), Reviews
(portfolios), Advocacy Journalism (portfolios)
Mondays Reading Mini Lesson, and Thursdays
Writing Mini Lesson
3.1.3 - These SLOs will be exercised and taught in,
Letter Essays, Essays (portfolios), Reviews
(portfolios), Advocacy Journalism (portfolios)
Mondays Reading Mini Lesson, and Thursdays
Writing Mini Lesson.

Grade 9 Assessment Plan

GLOs

SLOs
3.2
Select and
Process
Key words to
take away:
-variety of
sources
-reliable
sources
-primary and
secondary
resources

3.3
Organize,
Record and
Evaluate

Specific SLOs

Where each SLO will be taught/exercised

3.2.1 Use a variety of sources

obtain information reflecting multiple perspectives from a variety of
sources, such as expository essays, graphs, diagrams, online
catalogues, periodical indices, film libraries, electronic databases
and the Internet, when conducting research
3.2.2 Access information
expand and use a variety of tools and text features, such as
organizational patterns of texts, page layouts, font styles and sizes,
colour and voice-overs, to access information
distinguish between primary and secondary sources, and determine
the usefulness of each for research purposes
follow up on cited references to locate additional information
3.2.3 Evaluate sources
evaluate sources for currency, reliability and possible bias of
information for a particular research project

3.2.1 - These SLOs will be exercised and taught in,

Letter Essays, Portfolios, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson.
3.2.2 - These SLOs will be exercised and taught in,
Letter Essays, Portfolios, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson.
3.2.3 - These SLOs will be exercised and taught in,
Letter Essays, Portfolios, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson.

3.3.1 Organize information

3.3.1 - These SLOs will be exercised and taught in,
Letter Essays, Portfolios, Mondays Reading Mini
organize ideas and information by developing and selecting
appropriate categories and organizational structures
Lesson, and Thursdays Writing Mini Lesson.
balance all sections of oral, print and other media texts and ensure
sentences, paragraphs and key ideas are linked throughout
develop coherence by relating all key ideas to the overall purpose of
the oral, print or other media text

Key words to
take away:
-organize key
information in a 3.3.2 Record information
coherent way
use own words to summarize and record information in a variety of
-summarize
forms; paraphrase and/or quote relevant facts and opinions;
-support ideas
reference sources
-grammar
select and record ideas and information that will support an opinion
-evaluate
or point of view, appeal to the audience, and suit the tone and length
information
of the chosen form of oral, print or other media text
choose specific vocabulary, and use conventions accurately and
effectively to enhance credibility
3.3.3 Evaluate information
evaluate usefulness, relevance and completeness of gathered
information; address information gaps
reflect on new understanding and its value to self and others

3.3.2 - These SLOs will be exercised and taught in,

Letter Essays, Portfolios, Self Editing, Self
Evaluations, and Thursdays Writing Mini
Lesson.

3.3.3 - These SLOs will be exercised and taught in,

Letter Essays, Portfolios, Self Editing, Self
Evaluations, and Thursdays Writing Mini
Lesson.

Grade 9 Assessment Plan

GLOs

SLOs
3.4
Share and
Review
Key words to
take away:
-communicate
ideas
-reinforce
points
appropriately
-reflect

Specific SLOs
3.4.1 Share ideas and information
communicate ideas and information in a variety of oral, print and
other media texts, such as media scripts, multimedia presentations,
panel discussions and articles
integrate appropriate visual, print and/or other media to reinforce
overall impression or point of view and engage the audience
3.4.2 Review research process
reflect on the research process, identifying areas of strength and
ways to improve further research activities

Where each SLO will be taught/exercised

3.4.1 - These SLOs will be exercised and taught in,
Letter Essays, Portfolios, Self Editing, Self
Evaluations, and Thursdays Writing Mini
Lesson.

3.4.2 - These SLOs will be exercised and taught in,

Portfolios, Self Editing, Self Evaluations, and
Thursdays Writing Mini Lesson.

Grade 9 Assessment Plan

GLOs
General
Outcome 4
Students will
listen, speak,
read, write,
view and
represent to
enhance the
clarity and
artistry of
communication
.

SLOs
4.1
Enhance and
Improve
Key words to
take away:
-collaborate
-effective
transitions
-denotative
and
connotative
meaning of
words
-derivation of
words
-experiment
with language

Specific SLOs

Where each SLO will be taught/exercised

4.1.1 Appraise own and others' work

share sample treatments of a topic with peers, and ask for feedback
on the relative effectiveness of each
work collaboratively to make appropriate revisions based on
feedback provided by peers

4.1.1 - These SLOs will be taught and exercised

during Fridays Workshops, Group work, peer
editing, and self editing.

4.1.2 Revise and edit

revise to ensure effective introductions, consistent points of view,
effective transitions between ideas and appropriate conclusions
revise to enhance effective transitions between ideas and maintain a
consistent organizational pattern
revise to combine narration, description and exposition effectively

4.1.2 - These SLOs will be taught and exercised

during Fridays Workshops, personal writing
time, group work, peer editing, and self editing.

4.1.3 Enhance legibility

4.1.3 - These SLOs will be taught and exercised
during Fridays Workshops, Portfolios, group
develop personal handwriting styles appropriate for a variety of
purposes
work, peer editing, and self editing.
identify and experiment with some principles of design that enhance
the presentation of texts
4.1.4 Expand knowledge of language
distinguish between the denotative and connotative meaning of
words, and discuss effectiveness for achieving purpose and
affecting audience
explore the derivation and use of words, phrases and jargon,
including variations in language, accent and dialect in Canadian
communities and regions
4.1.5 Enhance artistry
experiment with the language and components of particular forms
to communicate themes or represent the perspectives of a variety of
people or characters

4.1.4 - These SLOs will be taught and exercised

during Fridays Workshops, Mondays Reading
Mini Lesson, Thursdays Writing Mini Lesson,
Portfolios, and self editing.

4.1.5 - These SLOs will be taught and exercised

during Portfolios (Comic), Thursdays Writing
Mini Lesson.

Grade 9 Assessment Plan

GLOs

SLOs
4.2
Attend to
Conventions
Key words to
take away:
-parallel
structures
-coordination
-subordination
-apposition
-transitions
-proofread
-attend to
grammar

Specific SLOs

Where each SLO will be taught/exercised

4.2.1 Attend to grammar and usage

identify and use parallel structure in own writing
identify and use coordination, subordination and apposition to
enhance communication
use a variety of strategies to make effective transitions between
sentences and paragraphs in own writing

4.2.1 - These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, Mondays Reading Mini Lesson,
Thursdays Writing Mini Lesson, self editing, and
peer editing.

4.2.2 Attend to spelling

demonstrate the deliberate, conscientious and independent
application of a variety of editing and proofreading strategies to
confirm spellings in own writing
identify situations in which careful attention to correct spelling is
especially important
identify and use variant spellings for particular effects, depending
on audience, purpose, content and context

4.2.2 - These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, Mondays Reading Mini Lesson,
Thursdays Writing Mini Lesson, self editing, and
peer editing.

4.2.3 Attend to capitalization and punctuation

use quotation marks to distinguish words being discussed in own
writing
use dashes to show sentence breaks or interrupted speech, where
appropriate in own writing
know that rules for punctuation can vary, and adjust punctuation use
for effect in own writing

4.2.3 - These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, Mondays Reading Mini Lesson,
Thursdays Writing Mini Lesson, self editing, and
peer editing.

Grade 9 Assessment Plan

GLOs

General
Outcome 5
Students will
listen, speak,
read, write,
view and
represent to
respect,
support and
collaborate
with others.

SLOs

Specific SLOs

Where each SLO will be taught/exercised

4.3
Present and
Share

4.3.1 Present information

select, organize and present information to appeal to the interests
and background knowledge of various readers or audiences

4.3.1- These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, editing, and Portfolios.

Key words to
take away:
-audiences
-evidence
-present
information in a
variety of ways
-constructive
feedback

4.3.2 Enhance presentation

choose appropriate types of evidence and strategies to clarify ideas
and information, and to convince various readers and audiences

4.3.2- These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, editing, and Portfolios.

4.3.3 Use effective oral and visual communication

integrate a variety of media and display techniques, as appropriate,
to enhance the appeal, accuracy and persuasiveness of presentations

4.3.3- These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, editing, and Portfolios.

4.3.4 Demonstrate attentive listening and viewing

follow the train of thought, and evaluate the credibility of the
presenter and the evidence provided
provide feedback that encourages the presenter and audience to
consider other ideas and additional information

4.3.4- These SLOs will be taught and exercised

during personal writing, Portfolios, Fridays
Workshops, editing, and Portfolios.

5.1
Respect
Others and
Strengthen
Community

5.1.1 Appreciate diversity

examine how personal experiences, cultural traditions and Canadian
perspectives are presented in oral, print and other media texts
take responsibility for developing and sharing oral, print and other
media texts and for responding respectfully to the texts of others

5.1.1 - These SLOs and GLOs will be taught and

exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Tuesdays Book Talks,
Portfolios, Mondays Reading Mini Lesson, and
Thursdays Writing Mini Lesson

Key words to
take away:
-personal
experiences
-respond
respectfully
-people,
cultures, events

5.1.2 Relate texts to culture

analyze how oral, print and other media texts reflect the traditions,
beliefs and technologies of different cultures, communities or
periods in history

5.1.2 - These SLOs and GLOs will be taught and

exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Tuesdays Book Talks,
Portfolios, Mondays Reading Mini Lesson, and
Thursdays Writing Mini Lesson
5.1.3 - These SLOs and GLOs will be taught and
exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Tuesdays Book Talks,
Portfolios, Mondays Reading Mini Lesson, and
Thursdays Writing Mini Lesson
5.1.4 - These SLOs and GLOs will be taught and
exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Tuesdays Book Talks,
Portfolios, Mondays Reading Mini Lesson, and
Thursdays Writing Mini Lesson

5.1.3 Celebrate accomplishments and events

explore and experiment with various ways in which language arts
are used across cultures, age groups and genders to honour and
celebrate people and events
5.1.4 Use language to show respect
create or use oral, print and other media texts in ways that are
respectful of people, opinions, communities and cultures

Grade 9 Assessment Plan

GLOs

SLOs

Specific SLOs

5.2
5.2.1 Cooperate with others
Work Within a contribute to group efforts to reach consensus or conclusions, by
Group
engaging in dialogue to understand the ideas and viewpoints of
others
Key words to
discuss and choose ways to coordinate the abilities and interests of
take away:
individual group members to achieve group goals
-share ideas
-work well in
5.2.2 Work in groups
groups
generate and access ideas in a group, and use a variety of methods
-share
to focus and clarify topics for research or investigations
responsibility
share responsibility for the completion of team projects by
-set goals
establishing clear purpose and procedures for solving problems,
monitoring progress and making modifications to meet stated
objectives
5.2.3 Evaluate group process
establish and use criteria to evaluate group process and personal
contributions; set goals and make plans for improvement

Where each SLO will be taught/exercised

5.2.1 - These SLOs and GLOs will be taught and
exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson,
term goals, and peer editing.
5.2.2 - These SLOs and GLOs will be taught and
exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson,
term goals, and peer editing.
5.2.3 - These SLOs and GLOs will be taught and
exercised in Tuesdays Poem Response, Fridays
Prose Discussions, Mondays Reading Mini
Lesson, and Thursdays Writing Mini Lesson,
term goals, and peer editing.

English Language Arts Strands:

This unit will touch on all six of the English Language Arts Strands:
- Listening: Students will listen to mini lessons in both reading & writing. They will also listen to their peers in workshops,
discussions, peer editing, and group activities.
- Speaking: Students will participate in group discussions about texts. They will also speak to one another about mini lessons,
peer editing, and group activities.

Grade 9 Assessment Plan

- Reading: Students will read a large amount of texts chosen independently as well as texts chosen by the teacher for the entire
class to read. Students will also be taught reading strategies to help improve their reading skills. They will be exposed to a
variety of texts throughout the semester to encourage them to broaden their repertoire of books.
- Writing: Students will write independently every day. They are required to complete a portfolio of different genres of writing
to help them broaden their style of writing. They will also complete mini lessons for writing throughout the term.
- Viewing: Students will view short videos in class during their writing mini lessons to help aid in their learning. Students will
also watch the movie McFarland and will write a draft review for the movie. They can then choose to use the review for their
portfolios and continue on improving it, OR they can choose to use the review as a learning tool to create a review for a
different movie, book, video game, etc.
- Representing: Students will show a representation of their learning by completing a portfolio with a wide variety of their
writing skills. Students will also represent their learning by completing self directed reading and writing goals.
Learning Activities/Instructional Strategies:
- Film/Video Viewing (McFarland)
- Direct Instructions
- Small Group Discussion/Small Group Work
- Think, Pair, Share
- Whole Class Discussion
- Individual Work
- Comment-Only Marking
- Guided Writing
- Quizzes
- Guided Questioning
- Popsicle Sticks
- Exit Slips
- Fist to Five
- Student Exemplars
- Check-ins
- RAFT
- Two Stars and a Wish
- Gallery Walk

Grade 9 Assessment Plan

- Student Surveys
Kagan Structures:
Rally Robin: In pairs, students alternate generating brief oral responses.
Examples:
List adjectives to describe the character.
List themes of a story
Brainstorm literary devices
Describe an event from the story.
Timed Pair Share: In pairs, students share with a partner for a predetermined time while the partner listens. Then partners switch roles.
Examples:
What is the key thing that you learned?
What is one literary technique you plan to use in your writing and how will you use it?
Round Robin: In teams, students take turns responding orally.
Examples:
What makes a poem enjoyable?
List character traits for the protagonist
Where do visuals help our understanding of the text?
What was your mood after reading this poem?
Rally Coach: Partners take turns, one solving a problem while the other coaches. Then partners switch roles.
Use/Example:
Useful for any process or procedure with a definite right/wrong - finding grammar mistakes in a piece of writing
Jigsaw: Each student finds a part of the answer and then shares with their group. A topic is broken up into parts or multiple problems
are presented or a topic needs to be researched. Students take a role and complete their part, share their findings with others who had
the same role and then report back to their original groups.
Use:
A problem is posed and each student takes a part of the problem to research or solve and then teaches their original group

Grade 9 Assessment Plan

Stand Up, Hand Up, Pair Up: Students stand up, put their hand up and quickly find a partner with whom to share or discuss.
Use:
This structure is perfect for classbuilding, processing and reviewing information, energizing the class, forming
random pairs or teams, lesson starts or wraps.