Composition Practice Grade 9
Grammar and CompositionCompositionPracticeGrade 9
Copyright The McGraw-Hill Companies, Inc. All rights reserved. Permission isgranted to reproduce material contained herein on the condition that such material bereproduced only for classroom use; and be provided to students, teachers, and familieswithout charge; and be used solely in conjunction with Writer’s Choice. Any otherreproduction, for use or sale,is prohibited without written permission of the publisher.Printed in the United States of America.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240ISBN 0-07-823289-91 2 3 4 5 6 7 8 9 079 04 03 02 01 00ii
ContentsUnit 1Personal Writing1.11.21.31.41.51.61.71Unit 2The Writing Process2.12.22.32.42.52.62.72.82.92.102.112.12Unit 3Writing to Discover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Keeping a Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Writing a Personal Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Writing Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Writing a Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Keeping a Reader-Response Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Writing About Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Overview of the Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Prewriting: Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Prewriting: Identifying Purpose and Audience . . . . . . . . . . . . . . . . . . . . . . 11Prewriting: Gathering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Drafting: Turning Notes into Paragraphs. . . . . . . . . . . . . . . . . . . . . . . . . . . 13Drafting: Writing Unified Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Drafting: Ordering the Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Drafting: Writing Coherent Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Revising: Improving Paragraphs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Editing/Proofreading: Final Checking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Publishing/Presenting: Sharing Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Explaining Theme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Descriptive Writing3.13.23.33.43.53Writing a Descriptive Paragraph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Using Descriptive Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Describing an Imaginary Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Describing an Imaginary Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Analyzing Character Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26iii
ContentsUnit 4Narrative Writing4.14.24.34.44.54.64.74Unit 5Expository Writing5.15.25.35.45.55.65.75.85.95.105Unit 6Writing Simple Narratives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Developing Conflict in Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Writing Dialogue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Using Anecdotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Writing a Sports Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Writing About Suspense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Analyzing Point of View in a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Explaining and Informing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Going into Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Explaining How To . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Explaining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Classifying a Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Comparing and Contrasting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Writing with Graphics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Writing a Feature Article. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Answering an Essay Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Comparing and Contrasting Two Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Persuasive Writing6.16.26.36.46.56.66Writing Persuasively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Using Evidence Effectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Checking Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Using Language to Advantage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Writing an Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Writing a Movie Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Writing Process in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53iv
Composition PracticeName . Class . Date .Writing to Discover1.1Key InformationYou can learn a great deal about yourself by freewriting, by making observations, by rememberingfeelings and experiences, and even by sketching yourself. A. Learning About YourselfHere’s one more way to learn about yourself. Answer the following questions. Then record howyou feel about your answers.QuestionAnswerComments, Feelings, ReactionsWhat do you dobest?What do you findhardest to do?What is yourfavorite color?Number? Flavor?If you could spenda day doing anythingyou wanted, whatwould it be?What makes you alittle differentfrom everyone else? B. Writing About Who You AreUse the material in the chart to write a paragraph about what makes you unique. Imagine thatyou are writing to help a new teacher understand your unique personality and abilities. Use aseparate sheet of paper. Suggestion: Begin with a topic sentence that states the particular itemor items from the chart on which you will focus.Writer’s Choice: Composition Practice, Grade 9, Unit 11
Composition PracticeName . Class . Date .1.2Keeping a JournalKey InformationJournals are places in which to store thoughts, feelings, and wishes, as well as your reactions to life.You need not share them with anyone. A. Practicing Journal EntriesThis exercise should show you how easy it is to make journal entries. Follow the directions ineach numbered item. Make sure you write about something that you are willing to share withyour teacher.1. Imagine you just did something really silly. Write an exclamation that tells how silly you feel.2. Write a sentence that tells about the silly thing you did.3. Write a sentence describing the reactions of people around you to your action.4. Write a sentence that tells what you or someone else said about the situation.5. Write a sentence telling what you’ll always remember about that moment. B. Making Your Own Journal EntriesNow try your hand at writing a journal entry on your own. Write about either an imaginar yexperience or an actual one. Think of something you might want to look back on and remember. You might want to make up an adventure for yourself. Explain the experience, how youfelt, and perhaps what you learned from it. Make sure you write about something that you arewilling to share with your teacher.2Writer’s Choice: Composition Practice, Grade 9, Unit 1
Composition PracticeName . Class . Date .1.3Writing a Personal EssayKey InformationA personal essay reflects your thoughts and feelings on a topic you know about. It can be organizedformally—with an introduction, a body, and a conclusion—or in an informal, loosely organized style. A. Getting StartedYou’ve decided to write an essay on how one’s choice of clothing reveals a person’s inner self.Here’s an idea to get you started. Keep adding arrows and thoughts to see where your ideastake you.stylish clothes versus casuals. . . . no, that’s not itthe collegiate look? the windblown look?the really grungy look?no-o-o, it’s not so much the clothes as the way they’re worn B. Drafting the EssayContinue with the topic above, or use the arrow method to get some similar thoughts flowingon another topic. Compose a first draft. To write a traditional essay, organize your thoughts bytopics. To use a breezier style, start with an anecdote, a little clothes-related story that reallyhappened. Later, if you choose, you may turn your draft into a finished essay. Use additionalpaper to write your essay.Writer’s Choice: Composition Practice, Grade 9, Unit 13
Composition PracticeName . Class . Date .1.4Writing AutobiographyKey InformationAn autobiography is a written account of a person’s life by that person. An autobiographicalsketch is a brief account of one period in the writer’s life. A. Writing a Snappy BeginningYour attitude toward what you write shows in your very first word. So begin with confidenceand style! Follow the directions to try some snappy openers.1. Write a sentence about yourself beginning “You’d never guess that.”2. Write a sentence that begins “Today while (doing something ordinary)I suddenly remembered.”3. Write a sentence beginning “When I was only years old, I thought that.”4. Write an opener that begins “Did you see that ? It reminds me about the time I.”5. Write a sentence that begins with a sound word such as CLANG-G-G! (school bell?) or Brrr-ring!(alarm clock? phone?) and see what memory it leads to. B. Writing the First Paragraph of a SketchUse your best beginning above, or think of another one like it. Then write just the beginning ofan autobiographical sketch. Think hard about the incident you’ve begun with, then go with it.If you feel yourself verging onto another topic, stop.4Writer’s Choice: Composition Practice, Grade 9, Unit 1
Composition PracticeName . Class . Date .1.5Writing a PoemKey InformationA poem is an intensely vivid statement of a feeling, idea, or thought. It may be rhymed or unrhymed,but it often includes such figures of speech as simile, metaphor, and personification, as well as strongsensory appeal. A. Searching for That Intensely Vivid MomentWhat sudden, vivid awareness do you sometimes have when you look at something ordinary?Do you see it as if you’d never seen it before? For each object below, write the phrase, figure ofspeech, color, or sound image it suggests.1. the deep blue of a lake6. the warmth of a smile2. the rumble of distant thunder7. one translucent drop of rain3. the trust in a pet’s eyes8. a shivering bird on a bare branch4. the center of a flower9. one blade of summer grass5. the sharpness of winter wind10. the wail of a faraway train B. Getting the Image onto PaperChoose your most vivid image from Part A and write, in poem form, the thoughts and feelingsthat come to you. Use figures of speech if they help express your ideas. You might wish tostrive for the light touch of a haiku.Writer’s Choice: Composition Practice, Grade 9, Unit 15
Composition PracticeName . Class . Date .W R I T I N G1.6AB O U TL I T E R AT U R EKeeping a Reader-Response JournalKey InformationA reader-response journal may be a separate notebook or part of an ongoing personal journal. In ityou can record reactions to literature. You may sometimes draw parallels from your reading to situations in your own life. A. Sorting Out Your ThoughtsThink of a piece of literature that impressed you, and use the following questions to beginresponding to it. Name the literature in your first answer.1. What was it that impressed you overall?2. What character did you feel closest to?3. What did you like about the way the writer used words?4. What chapter, paragraph, or verse do you still remember?5. What did you take away from this piece of literature that relates somehow to your own life? B. Making Your ResponseWrite a passage that pulls together your impressions and recollections from Part A. Your mostpersonal response will come from the point that elicited your strongest reaction, so you maywant to begin with that one. Then follow where it leads.6Writer’s Choice: Composition Practice, Grade 9, Unit 1
Composition PracticeName . Class . Date .W R I T I N G1.7A B O U TL I T E R AT U R EWriting About BiographyKey InformationA biography is an account of a person’s life written by someone else. One good way to respond to abiography is to “interview” its subject. A. Conducting an “Interview”First, choose a subject whose biography you have read or whose life you are interested in. Yoursubject might be Abraham Lincoln or your great uncle Zeke. Be sure you’re familiar with yoursubject’s biography. Then focus on a period during which the subject made his or her greatestaccomplishments. Imagine that you are actually interviewing your subject. Work alone or witha partner to answer these questions as your subject might.1. What were you most afraid of at the time? What were you most confident of?2. Where did you think your work would lead? Did it turn out as you expected?3. How did the public react to your accomplishments at the time?4. Which aspect of your work gave you the most satisfaction? Why?5. How do you want future generations to remember you? B. Responding to the BiographyThis time go beyond the interview format to respond to your chosen subject’s biography inyour own way. What are your thoughts about this person’s life? Your responses may reflectyour answers from Part A, or they may go off in different directions.Writer’s Choice: Composition Practice, Grade 9, Unit 17
Composition PracticeName . Class . Date .1Writing Process in ActionKey InformationAn autobiographical sketch is personal writing about a significant event or period in your life.Including comparisons and dialogue are two ways to make your autobiographical writing moreengaging and more authentic. A. Writing ComparisonsWrite one or two sentences comparing each of the following items with an object, animal, oridea. Your sentences should reveal key traits or your feelings about each item being compared.1. a person2. an event3. a place4. a season B. Writing Authentic DialogueIn the excerpt from I Know Why the Caged Bird Sings, Maya Angelou uses a dialogue betweentwo individuals to illustrate contrasts. Think of the differences between your typical speechpatterns and those of someone else you know, such as a relative, friend, or employer. Write adialogue of at least two or three exchanges between you and this other individual. Use both thecontent and the language of the conversation to reveal differences and similarities in background and personality.8Writer’s Choice: Composition Practice, Grade 9, Unit 1
Composition PracticeName . Class . Date .2.1Overview of the Writing ProcessKey InformationDuring prewriting you explore ideas and decide what to write about. In drafting you set yourthoughts on paper. When revising you evaluate your work as a whole, pulling the pieces together tomake sense. In editing/proofreading you correct your spelling, grammar, and mechanics. Finally, inpublishing/presenting, you share your work to demonstrate its best qualities. A. PrewritingJot down some ideas on a topic that interests you. Consider using charts or word webs to helpclarify your ideas. You may need to do this for more than one topic to figure out which one willwork for you. As your topic becomes clearer in your mind, identify a purpose and an audience.Topic:Purpose:Audience: B. DraftingWrite three related sentences about your topic. Don’t worry about format; just get your ideason paper. C. RevisingGo back to the sentences you wrote above, and use a different color pen or pencil to makechanges. Be sure all three of your sentences deal with the same topic and that they flowsmoothly together. Change any inexact words to make the sentences sound more polished. D. Editing/ProofreadingWrite your revised sentences on the lines below. Then use a different color pencil to correctany spelling, punctuation, and capitalization errors you find. E. Publishing/PresentingWrite your three final sentences below. Think of a good way to share them.Writer’s Choice: Composition Practice, Grade 9, Unit 29
Composition PracticeName . Class . Date .2.2Prewriting: Getting StartedKey InformationFour good prewriting techniques are freewriting, collecting information, listmaking or brainstorming, and questioning. Before drafting, narrow your focus to fit the length specified in yourassignment. A. FreewritingImagine that you’re going to write a short paper on your family history. Below, do somefreewriting on the subject. B. Collecting InformationTalk to a family member about the assignment. Collect some interesting facts to use in thepaper. Write them here. C. Listmaking/BrainstormingUse the space below to make lists of events and memories that may be useful. D. QuestioningLook ba
4 Writer’s Choice: Composition Practice, Grade 9, Unit 1 A. Writing a Snappy Beginning Your attitude toward what you write shows in your very first word. So begin with confidence and style! Follow the directions to try some snappy openers.
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
