9th Grade English Worksheets

Interactive 9th Grade English worksheets and learning resources for all units. Created by teachers 9th Grade English auto-graded practice and assessment worksheets are perfect for in-class and distance learning. Try engaging and Online Exercises, including multiple choice questions, fill-in-the-blank, and other question types. Give personalized feedback and track students progress.

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Grade 9-10 Language Arts Worksheets

This is the start of our High School Level Content. Many people reach these grade levels and focus on the literature that is covered in most classes, but a significant amount of time is spent reviewing grammar skills that were learned in previous grades to help students become accomplished writer. In fact, the goal of many English Department personnel is to first and foremost help students become great writers. 9th Grade students are ready for a much more challenge and literature focused environment. When writing, 9th grade students will be focused on citing evidence as they progress. At the 10th grade level students between comparing multiple perspectives and forming persuasive research-based arguments. These worksheets found below will help students with all aspects of early High School Language Arts.

Adjective Phrases - When series of words come together to describe nouns or pronouns. [L.9-10.1]

Adverbial Phrases - When groups of words try to modify verbs, adjectives, or adverbs. [L.9-10.1]

Parallel Structure - This can be used effectively to bring thoughts to light. [L.9-10.1.B]

Relative Clauses - These guys are usually the one that are identifying or defining the noun. [L.9-10.1.B]

Contrast Clauses - This helps you get to the bottom of something quickly. [L.9-10.1.B]

Encomium - We focus on written pieces and speeches that are composed to praising or honor something or someone.. [L.9-10.1]

Semicolons - Want to split two clauses? This is your guy. You can call it an idea joiner! [L.9-10.2a]

Colons - Usually used for lists, but they can be used to help you expand the thoughts. [L.9-10.2.B]

9th Grade Spelling - The most commonly seen word at this level is "convenient". I still mess that up sometimes. [L.9-10.2.C]

10th Grade Spelling - The word that was the most difficult for last year's students: "Pronunciation". [L.9-10.2.C]

MLA Citations - The Modern Language Association style of explaining your sources for a body of work. [L.9-10.3.A]

APA Citations - We explore the American Psychological Association's style for citing references. [L.9-10.3.A]

Works Cited - Lets look at a range of citation choices. [L.9-10.3.A]

Using Context Clues To Infer Phrase Meaning - If you can master this skill, you will go far at any job you choose. [L.9-10.4.A]

Patterns of Word Changes - Words can fluctuate their patterns all the time. How they are shaped can help make your thoughts more well received by your audience. [L.9-10.4.B]

Pronunciation - Too bad 10th graders don't have a handle on this (see above for the joke). [L.9-10.4.C]

Word Etymology - This is what some refer to as Word History. [L.9-10.4.C]

Buzzwords - These are terms that commonly used important-sounding words in the business world. [L.9-10.5.A]

Cliches - They mean the funniest things sometime. This does not take much original thought. [L.9-10.5.A]

Interpreting Figurative Language - The key to understanding a great writer's work. [L.9-10.5.A]

Litotes - This is a really cool way to persuade people towards your way of thinking. [L.9-10.5.A]

Oxymorons - She is the fastest slow person on the team or is she the slowest fast person? [L.9-10.5.A]

Platitude - These are mostly worthless statements that do serve a purpose, at times. [L.9-10.5.A]

High School Vocabulary Words - We look at the most common words you'll see here. [L.9-10.6]

Reading Literature

Alter Ego - Authors will often use this technique to take their work in completely different directions. [RL.11-12.3]

Epiphany - We explore how to appears in a story and how to spot it. We also review many classic works that exhibit this well. [RL.9-10.2]

Hamartia - Students learn how identify when this technique is used in a story and understand how it drives the plot. [RL.9-10.2]

Hyperbaton - This is a literary technique that reorders the words in a sentence in an effort to stress the importance of specific terms. [RL.9-10.1, RL.9-10.2]

Kairos - This is identifying the perfect moment in time to present a decision, thought, or message. [RL.9-10.2]

The Raven by Edgar Allan Poe - Students explore this classic poem. [RL.9-10.2]

Pastiche - This are works that are created to honor the work of other authors. [RL.9-10.2]

Character Profiles - We look at the most common words you'll see here. [RL.9-10.3]

Deuteragonist - Students learn how to identify this role of a character with literature and begin to understand their significance. [RL.9-10.3]

Jargon - These are specific terms or expressions that are associated with a particular group or profession. [RL.9-10.3]

Persona - We show students how determine the shape of the language that you will use based on your intended audience. [RL.9-10.3]

Lingo - This is series of vocabulary terms that is shared by a particular group or community. [RL.9-10.3]

Antonomasia - Students learn how this technique is used to add intrigue to works. [RL.9-10.4]

Epistrophe - We will explore how to use this rhetorical device in your own writing. [RL.9-10.4]

Harangue - Even though this is aimed and an older grade level, there is a good level of crossover here. [RL.11-12.4]

Epigram - Students learn how this rhetorical device is used by authors to deliver quick twists. [RL.9-10.5]

Flashback - We look at how authors use this technique to enhance their work and create a greater impact on their audience. [RL.9-10.5]

Burlesque - We explore how this comedic technique has been used in literature for centuries. [RL.11-12.5]

Apologia - We look at how this is used in an attempt to excuse or defend and action or thought process that someone has. [RL.9-10.6]

Maxim - You will find this in literature when a character comes up with a memorable piece of advice. [RL.9-10.6 and RL.11-12.6]

Writing Thesis Statements - There isn't a trick here, just write to explain facts. [W.9-10.1]

The Causative - Which verbs really get you going? This the word that really makes things happen in a sentence. [W.9-10.1]

Eponym - This technique is used to help inanimate things be charged with a bit of life. [W.9-10.2]

Grade 9 Writing Prompts - These are robust and vibrant worksheets. They provoke a good level of thought for 9th graders. [W.9-10.3]

Grade 10 Writing Prompts - You'll find some interesting topics in here. 10th grade writing is often focused on using facts to validate your points. [W.9-10.3]

Conundrum - Students learn to identify this in literature and use it in their own writing. [W.9-10.3.A]

Equivocation - We look at how authors use this technique to avoid answering uncomfortable or controversial questions. [W.9-10.3]

Imagery - This is when authors use vivid language to impact their readers human senses. [W.9-10.3.D]

Grade 9 Research Projects - The MLA sheets come in handy with these. Citing your work is required for well designed research. [W.9-10.7]

Creative Writing - Students put all of their imagination into creating unique works of fiction that get sparked from funny little prompts.

Reading: Informational Text

Fake News - Students learn to evaluate the motives of the sources of the news that they listen to. [RI.9-10.6, SL.11-12.1.A]

Speaking and Listening

Ethos, Pathos, and Logos - Students learn how to use these rhetorical devices in their own writing and speech. [SL.9-10.1]

Impromptu Speech - We look at how you can best prepare, when you have no time to give a speech. [SL.9-10.1]

Cynicism - We work on identifying this quality in the characters that an author has arranged for us. [SL.9-10.1.D]

Identifying Perspectives - Students begin learning how to better understand why a piece was composed and put themselves in another's shoes. [SL.9-10.1.D]

Invective - This is a speech or text that was devised for the sole purpose of attacking or insulting another often with abusive language. [SL.9-10.1.D and SL.11-12.1.D]

Metanoia - This is when a self correction is made to place emphasis or draw greater attention to something. [SL.9-10.1.D and SL.11-12.1.D]

Pejorative - We look at the proper use of this type of language in our work. [SL.9-10.1.D and SL.11-12.1.D]

Polemic - This use of language can be very abrasive, but is it set out there to make sure the ideas are heard. [SL.9-10.1.D and SL.11-12.1.D]

Homage - This is when a work is created for the express purpose of paying respect of tribute to someone or something. [SL.9-10.4-6]

Deus Ex Machina - Students begin to understand the significance of this type of storytelling. We maintain that it may be flawed, but is still one heck of a narrative. [CCRA.R.3, CCRA.R.3]

What Do Students Learn in High School English Language Arts?

High school is an important phase of one's academic life, as the knowledge gained during these four years will help one throughout his or her professional life. Till high school, most of the students have already developed strong reading and writing skills. Still, teachers in high school do focus on written and spoken content of the English language. It is a must for high school students to have an excellent pronunciation, punctuation, and vocabulary.

Given below are some of the most important things that high school students learn during their English language arts class:

Writing Skills

During high school, students learn a lot of new and unique writing skills. With the help of these writing skills, high school students can write essays, stories, and letters in a way that reflects their mastery of language and other such skills. During high school, students are also taught how to write narrative, descriptive, expository, persuasive, and argumentative content.

Reading Skills

High school students should read as much as possible. In high school, students are taught how to make inferences, how to grab the main idea of any written text, and how to read between the lines. High school students must also know a lot of new words and reading helps them to learn some new and unique words all the time.

High school teachers should focus on student's vocabulary and pronunciation. Teachers should tell students one or two new words daily along with their spellings, meaning, correct pronunciation, and should encourage students to use that word in their daily life. Once a week, a class should be organized in which students are asked to verbally communicate with each other or give a speech on a specified topic. This will help students in improving their pronunciation and enhancing their speaking skills.

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9th - 10th Grade Common Core Worksheets

The Common Core State Standards (CCSS) for English Language Arts (ELA) provide a framework of educational expectations for students in reading, writing, and other language skills. The goals of the CCSS ELA are broken out by grade and subject area, including Reading: Literature, Reading: Informational Text, Writing, Speaking and Listening, and Language, as well as expectations in additional subject areas such as science and technology, history, and further writing areas. Ninth and tenth graders are expected to master reading and analyzing fiction and non-fiction books, be able to execute complex writing and grammar skills, branch out into new technologies and collaborations in their oral presentations, and continue to deepen the complexity of their reading choices. See the subheadings for each ELA category for more information on the specific expectations for students.

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english exercises 9th grade

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english exercises 9th grade

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Grade 9 English Language Week 14 Answersheet

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Grade 9 English Language Arts Practice Questions

english exercises 9th grade

Grade 9 English Language Arts Exam Study Guide with Practice Questions

1. Choose the word that correctly fills the blank the following sentence: Joanne still needs to finish her homework: revise her essay, ______ the next chapter, and complete the math problems.

2. our vacation time was over, but we didn’t want to go home. the bolded words represent a(n)….

3. Which of the following sentences is correct?

4. Which of the following sentences is correct?

5. Mara enjoyed great felicity when her missing dog found his way home. What does the word “felicity” mean in this sentence?

6. choose the correct spelling of the word that completes the following sentence: the black mangrove tree is native, or __________, to south florida., 7. choose the word that best fills the blank the following sentence: peter is so talented with horses that the skittish colt became _________ once peter took over his training., 8. choose the word that best fills the blank in the following sentence: stanley had never liked nathan, but he grudgingly ______________ nathan for his idea of holding a car wash for the school fundraiser., 9. identify the figure of speech used in the following sentence: caroline was rendered speechless to such a degree that she talked of nothing else for the rest of the day..

10. The detective dedicated his life to hunting down the truth. What does “hunting down the truth” mean in this sentence?

Answers and Explanations

1. C: “Read” (present tense form of the verb) maintains the parallel structure of the sentence and matches the verb tense for “revise” and “complete.” The other answer choices represent the present participle (“reading”), infinitive (“to read”), and future tense (“will read”) of the word.

2. B: The highlighted words represent an independent clause because they contain both a subject and verb and because they express a complete thought.

3. C: “I am going to buy a new car” and “it is a blue sedan” are independent clauses (they each contain a subject and a verb and express a complete thought). It is appropriate to join two independent clauses in a single sentence with a semicolon. Choice A is a run-on sentence. Choice B is a comma splice. Choice D uses a comma to precede the conjunctive adverb “therefore,” which is incorrect.

4. C: It is appropriate to use a colon to introduce a list. It is not appropriate to use a colon following a preposition (choice B) or after the phrases “including” and “such as,” which make the use of a colon redundant (choices A and D).

5. D: The context of the sentence indicates that Mara would feel great happiness.

6. A: The correct spelling of the word is “indigenous.”

7. B: The word “docile” means easily taught or ready to be taught. The sentence should read: Peter is so talented with horses that the skittish colt became docile once Peter took over his training.

8. D: Although the word choices all have similar denotations, the context of the sentence, and especially the use of the word “grudgingly,” indicate that Stanley gave only a perfunctory congratulations to Nathan for his good idea. The sentence should read: Stanley had never liked Nathan, but he grudgingly commended Nathan for his idea of holding a car wash for the school fund raiser.

9. A: Irony is an expression where words are attributed with the opposite of their usual meaning. The fact that Caroline was not rendered speechless, but quite the opposite, is indicated by the fact that she did not stop talking the rest of the day.

10. D: “Hunting down the truth” is a figure of speech that means “determined to learn the truth.” This is indicated by the context of the sentence which references the life goal of a detective.

Infographic explaining common core standards for grades 9-10 English Language arts


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  1. 9th Grade English worksheets

    Created by teachers 9th Grade English auto-graded practice and assessment worksheets are perfect for in-class and distance learning. Try engaging and Online

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