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Jefferson County Schools |
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Jefferson County K-12 Curriculum |
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Language Arts - English 9 |
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Elements: Poem/Recognize
The learner will be able to
recognize simile, metaphor, onomatopoeia, alliteration, or personification in a selected portion of a poem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Poetry: Elements |
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Master |
TN: End-of-Course tests, 2001, English I, 2.0 State Level 1 week tested: 28. |
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Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Genre |
Comprehension |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11; TN: End-of-Course tests, 2001, English I, 2.13 week tested: 28. |
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Genre: Variety/Respond
The learner will be able to
respond in various ways to different genres.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Genre |
Comprehension |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11; TN: End-of-Course tests, 2001, English I, 2.13 week tested: 28. |
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Genre: Variety/Interpret
The learner will be able to
interpret a variety of genres.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Genre |
Analysis |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11; TN: End-of-Course tests, 2001, English I, 2.13 week tested: 28. |
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Drama: Dramatic Irony
The learner will be able to
identify dramatic irony in a play.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Drama |
Knowledge |
Master |
TN: End-of-Course tests, 2001, English I, 2.0 State Level 3 week tested: 28. |
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Patterns: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Language Patterns |
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Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
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Dialect: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language dialects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Dialect |
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Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
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Culture: Diversity/Respect
The learner will be able to
use literature to develop an understanding and respect for multicultural, gender and ethnic diversity in language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Culture |
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Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.11 |
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Culture: Diversity/Respect
The learner will be able to
develop a knowledge and respect for multicultural and ethnic diversity in language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Culture |
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Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4; TN: End-of-Course tests, 2001, English I, 1.15 week tested: 28. |
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Parts of Speech: Correctly/Use
The learner will be able to
correctly use parts of speech including subject and verb agreement, noun and pronoun agreement, possessive forms, and comparative and superlative forms of adjectives and adverbs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Parts of Speech |
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Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Noun: Edit/Plural/Singular
The learner will be able to
edit to correct singular and plural possessive nouns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Noun |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Subject-Verb: Intervening Phrase
The learner will be able to
identify the correct use of subject-verb agreement where an intervening phrase is present.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Subject-Verb Agreement |
Knowledge |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 2 week tested: 28. |
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Pronoun: Indefinite/Use
The learner will be able to
correctly use indefinite pronouns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pronoun |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 3 week tested: 28. |
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Pronoun: Case/Select
The learner will be able to
select the correct pronoun case for a sentence in which the pronoun follows "than" in a written work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pronoun |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 2 week tested: 28. |
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Sentence Structure: Recognize
The learner will be able to
recognize correct sentence structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Application |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4; TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Sentence Structure: Double Negative/Edit
The learner will be able to
edit written works to eliminate double negatives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Sentence Structure: Recognize Errors
The learner will be able to
recognize and correct errors in sentence structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Evaluation |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 |
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Comparative/Superlative: Adverbs/Edit
The learner will be able to
edit for correct usage of comparative and superlative adverbs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparative/Superlative |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Fragment: Edit
The learner will be able to
edit a fragmented sentence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Sentence Structure/Fragment/Run-On
The learner will be able to
edit run-on sentences by using a comma and coordinating conjunction, subordinate conjunction, or semicolon within a writing sample.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 2 week tested: 28. |
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Sentence Structure/Combine Sentences
The learner will be able to
use combined sentences to improve the structure within a passage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 Teacher Level 2 week tested: 28. |
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Sentence Combinations
The learner will be able to
utilize various sentence-combining techniques.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 2 week tested: 28. |
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Adjective: Comparative/Superlative/Edit
The learner will be able to
edit for the correct use of comparative and superlative adjectives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 1 week tested: 28. |
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Dialect: Analyze/Present
The learner will be able to
present and analyze an excerpt from a literary work containing dialect.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Dialect: Analyze |
Analysis |
Master |
TN: End-of-Course tests, 2001, English I, 2.0 Teacher Level 3 week tested: 28. |
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Usage: Identify/Standard
The learner will be able to
identify standard language usage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Usage |
Knowledge |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4; TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Usage: Demonstrate/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Usage |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Usage: Apply/Writing
The learner will be able to
apply appropriate language usage in writing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Usage |
Application |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 |
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Pronoun: Agreement/Personal
The learner will be able to
determine correct pronoun/antecedent agreement for personal pronouns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pronoun: Agreement |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 2 week tested: 28. |
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Agreement: Correct/Use
The learner will be able to
use correct pronoun and antecedent agreement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pronoun: Agreement |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 State Level 3 week tested: 28. |
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Quotation Mark: Direct Quote/Use
The learner will be able to
correctly use quotation marks to punctuate a direct quote.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quotation Mark |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.0 Teacher Level 2 week tested: 28. |
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Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mechanics |
Knowledge |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4; TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Mechanics: Standard English
The learner will be able to
apply Standard English language mechanics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mechanics |
Application |
Master |
TN: End-of-Course tests, 2001, English I, 1.11 week tested: 28. |
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Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mechanics |
Application |
Master |
TN: Curriculum Framework (K-12), December 5, 1996, Grade 9, p.4 |
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