9th Grade English

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-09.W.07 Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 Research to Build and Present Knowledge

• W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).

• W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).

• W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

• limit or extend the scope of inquiry as needed.

• assess usefulness of sources in answering the driving question or solving the problem.

• synthesize different sources about the topic under investigation.

• effectively search for and collect credible, useful information from a range of established sources.

• demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

• avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.

• integrate relevant information to maintain flow of ideas.

• use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

There are no major errors or omissions regarding the simpler details and processes as the student

• researches topics, problems, or questions as part of a short or a more extended research project.

• narrows or broadens topic for adequate control of research.

• searches for and chooses related sources to help explain topic or answer question.

• takes notes and organizes information and sources.

• uses details from limited sources to support claim or thesis statement.

• avoids plagiarism by quoting, paraphrasing, or summarizing the research.

• cites sources (in-text and formal works cited), following a standard format.

• recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection                

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.