Get help with English Language Arts, Grade 9
Most tutoring makes you sit through material you already know. MapleMind flips that: pick the exact skill that's causing trouble — any of the 40 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official New Brunswick English Language Arts, Grade 9 curriculum
New Brunswick defines English Language Arts, Grade 9 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 12 | Speaking and Listening |
| Strand RV | 14 | Reading and Viewing |
| Strand WR | 14 | Writing and Representing |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 9 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore, clarify, and reflect; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Exploring and clarifying ideas in talk (GCO 1)
- Examining others' ideas to extend understandingNB-ELA-9.1.1 — Examine others' ideas in discussion to extend their own understanding.
- Asking relevant questions calling for elaboration and qualificationNB-ELA-9.1.2 — Ask relevant questions calling for elaboration, clarification, or qualification, and respond thoughtfully to such questions.
- Advocating and supporting points of view convincinglyNB-ELA-9.1.3 — Articulate, advocate, and support points of view, presenting viewpoints in a convincing manner.
- Listening critically to assess evidence and integrityNB-ELA-9.1.4 — Listen critically to assess the adequacy of the evidence speakers give and evaluate the integrity of information presented.
Communicating and evaluating talk (GCO 2)
- Participating constructively including debateNB-ELA-9.2.1 — Participate constructively in conversation, small-group and whole-group discussion, and debate, using a range of strategies that contribute to effective talk.
- Adapting vocabulary, structure, and rate to the speaking occasionNB-ELA-9.2.2 — Adapt vocabulary, sentence structure, and rate of speech to the speaking occasion.
- Giving and following instructions of increasing complexityNB-ELA-9.2.3 — Give and follow instructions and respond to questions and directions of increasing complexity.
- Evaluating spoken language and its significant featuresNB-ELA-9.2.4 — Evaluate their own and others' use of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features.
Interacting with sensitivity and respect (GCO 3)
- Demonstrating active listening and respect for othersNB-ELA-9.3.1 — Demonstrate active listening and respect for the needs, rights, and feelings of others.
- Expressing opinions with sensitivity to othersNB-ELA-9.3.2 — Demonstrate respect for others by developing effective ways to express personal opinions that reflect sensitivity to others, including differences in culture and language.
- Demonstrating awareness of the power of spoken languageNB-ELA-9.3.3 — Demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes.
- Recognizing that spoken language has different conventions across situations and culturesNB-ELA-9.3.4 — Demonstrate an awareness that spoken language has different conventions in different situations and cultures, and use language appropriate to the situation.
The official wording — 12 outcomes in this unit
- NB-ELA-9.1.1
examine others’ ideas in discussion to extend their own understanding
- NB-ELA-9.1.2
ask relevant questions calling for elaboration, clarification, or qualification, and respond thoughtfully to such questions
- NB-ELA-9.1.3
articulate, advocate, and support points of view, presenting viewpoints in a convincing manner
- NB-ELA-9.1.4
listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented
- NB-ELA-9.2.1
participate constructively in conversation, small-group and whole-group discussion, and debate, using a range of strategies that contribute to effective talk
- NB-ELA-9.2.2
adapt vocabulary, sentence structure, and rate of speech to the speaking occasion
- NB-ELA-9.2.3
give and follow instructions and respond to questions and directions of increasing complexity
- NB-ELA-9.2.4
evaluate their own and others’ use of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features
- NB-ELA-9.3.1
demonstrate active listening and respect for the needs, rights, and feelings of others
- NB-ELA-9.3.2
demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- NB-ELA-9.3.3
demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes
- NB-ELA-9.3.4
demonstrate an awareness that spoken language has different conventions in different situations and cultures, and use language appropriate to the situation
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting, selecting, and combining information; responding personally; and responding critically applying understanding of language, form, and genre.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts for learning needs and special interestsNB-ELA-9.4.1 — Select texts that address their learning needs and range of special interests.
- Reading widely across young adult fiction and literatureNB-ELA-9.4.2 — Read widely and experience a variety of young adult fiction and literature from different provinces and countries.
- Understanding that information texts are constructed for purposesNB-ELA-9.4.3 — Demonstrate an understanding that information texts are constructed for particular purposes.
- Using cueing systems and strategies for complex textsNB-ELA-9.4.4 — Use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts.
- Articulating processes and strategies for complex textsNB-ELA-9.4.5 — Articulate their own processes and strategies for reading and viewing texts of increasing complexity.
Finding and combining information (GCO 5)
- Independently accessing and selecting informationNB-ELA-9.5.1 — Independently access and select specific information to meet personal and learning needs.
- Relying on a range of print and non-print sourcesNB-ELA-9.5.2 — Experiment with and rely upon a range of print and non-print sources for accessing and selecting information.
- Employing relevant research strategiesNB-ELA-9.5.3 — Employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine research questions.
Responding personally and critically (GCOs 6-7)
- Moving beyond initial understanding to thoughtful interpretationsNB-ELA-9.6.1 — Respond to material by questioning, connecting, evaluating, and extending, moving beyond initial understanding to more thoughtful interpretations.
- Expressing and supporting points of view citing evidenceNB-ELA-9.6.2 — Express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence.
- Finding evidence to support claims with confidence and flexibilityNB-ELA-9.6.3 — With increasing confidence and flexibility, find evidence in texts to support personal claims on viewpoints about issues, themes, and situations.
- Critically evaluating information and assessing reliabilityNB-ELA-9.7.1 — Critically evaluate information presented in print and media texts, and assess the relevance and reliability of available information to answer questions.
- Demonstrating how text and genre characteristics contribute to meaningNB-ELA-9.7.2 — Demonstrate that print and media texts are constructed for particular purposes and audiences, describing how specific text and genre characteristics contribute to meaning and effect.
- Responding critically to complex texts and the values within themNB-ELA-9.7.3 — Respond critically to texts of increasing complexity: analyse and evaluate form, structure, and content; recognize how personal values and points of view influence creation and interpretation; and identify the values inherent in a text.
The official wording — 14 outcomes in this unit
- NB-ELA-9.4.1
select texts that address their learning needs and range of special interests
- NB-ELA-9.4.2
read widely and experience a variety of young adult fiction and literature from different provinces and countries
- NB-ELA-9.4.3
demonstrate an understanding that information texts are constructed for particular purposes
- NB-ELA-9.4.4
use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts
- NB-ELA-9.4.5
articulate their own processes and strategies for reading and viewing texts of increasing complexity
- NB-ELA-9.5.1
independently access and select specific information to meet personal and learning needs
- NB-ELA-9.5.2
experiment with and rely upon a range of print and non-print sources for accessing and selecting information
- NB-ELA-9.5.3
employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
- NB-ELA-9.6.1
respond to some of the material they read or view by questioning, connecting, evaluating, and extending, moving beyond initial understanding to more thoughtful interpretations
- NB-ELA-9.6.2
express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence
- NB-ELA-9.6.3
with increasing confidence and flexibility, find evidence in texts to support personal claims on viewpoints about issues, themes, and situations
- NB-ELA-9.7.1
critically evaluate information presented in print and media texts, and assess relevance and reliability of available information to answer their questions
- NB-ELA-9.7.2
demonstrate that print and media texts are constructed for particular purposes and particular audiences, describing how specific text and genre characteristics contribute to meaning and effect
- NB-ELA-9.7.3
respond critically to texts of increasing complexity: analyse and evaluate a text in terms of its form, structure, and content; recognize how their own ideas and perceptions are framed by what they read and view; demonstrate an awareness that personal values and points of view influence both the creation of text and the reader’s/viewer’s interpretation and response; explore and reflect on culture and reality as portrayed in media texts; identify the values inherent in a text
Unit 3Writing and RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representing to explore, clarify, and reflect; creating texts collaboratively and independently for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and representing.
Writing and representing to explore and reflect (GCO 8)
- Using a range of strategies to explore, reflect, and evaluate learningNB-ELA-9.8.1 — Use a range of strategies in writing and representing to extend ideas, reflect on feelings and values, consider others' perspectives, and evaluate their learning processes.
- Reflecting on effective strategies and personal growthNB-ELA-9.8.2 — Identify and reflect upon strategies that are effective in helping them learn, and describe their personal growth as language learners and users.
- Using note-making to reconstruct knowledgeNB-ELA-9.8.3 — Use note-making to reconstruct knowledge and select effective strategies appropriate to the task.
- Making informed language choices for interesting effectsNB-ELA-9.8.4 — Make informed choices of language to create a range of interesting effects in imaginative writing and representing.
Creating texts for audiences and purposes (GCO 9)
- Demonstrating facility in using a variety of formsNB-ELA-9.9.1 — Demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent ideas in other forms such as visual arts, music, and drama.
- Choosing writing forms that match purpose and readerNB-ELA-9.9.2 — Consider and choose writing forms that match both the writing purpose and the reader for whom the text is intended.
- Representing ideas with other formsNB-ELA-9.9.3 — Understand that ideas can be represented in more than one way and used with other forms of representing such as speeches, demonstrations, and plays.
- Making choices of form, style, and content for audiences and purposesNB-ELA-9.9.4 — Demonstrate an awareness of the effect of context on writing and representing, making appropriate choices of form, style, and content for specific audiences and purposes.
- Analysing and assessing responses to their productionsNB-ELA-9.9.5 — Analyse and assess responses to their writing and media productions.
Strategies and conventions for effective writing (GCO 10)
- Knowing which process strategies work for various writingsNB-ELA-9.10.1 — Demonstrate an awareness of which prewriting, drafting, revising, editing, proofreading, and presentation strategies work for them with various writings and representations.
- Consistently using the conventions of written languageNB-ELA-9.10.2 — Consistently use the conventions of written language in final products.
- Experimenting with technology for a range of purposes and audiencesNB-ELA-9.10.3 — Experiment with the use of technology in communicating for a range of purposes with a variety of audiences.
- Committing to crafting pieces of writingNB-ELA-9.10.4 — Demonstrate a commitment to crafting pieces of writing and representations.
- Integrating information from several sources to construct meaningNB-ELA-9.10.5 — Integrate information from several sources to construct and communicate meaning.
The official wording — 14 outcomes in this unit
- NB-ELA-9.8.1
use a range of strategies in writing and representing: to extend ideas and experiences; explore and reflect on their feelings, values, and attitudes; consider others’ perspectives; reflect on problems and responses to problems; describe and evaluate their learning processes and strategies
- NB-ELA-9.8.2
identify and reflect upon strategies that are effective in helping them to learn, and to describe their personal growth as language learners and language users
- NB-ELA-9.8.3
use note-making to reconstruct knowledge and select effective strategies appropriate to the task
- NB-ELA-9.8.4
make informed choices of language to create a range of interesting effects in imaginative writing and representing
- NB-ELA-9.9.1
demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes
- NB-ELA-9.9.2
consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended
- NB-ELA-9.9.3
understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, plays)
- NB-ELA-9.9.4
demonstrate an awareness of the effect of context on writing and representing: make appropriate choices of form, style, and content for specific audiences and purposes
- NB-ELA-9.9.5
analyse and assess responses to their writing and media productions
- NB-ELA-9.10.1
demonstrate an awareness of which prewriting, drafting, revising, editing, proofreading, and presentation strategies work for them with various writings and representations
- NB-ELA-9.10.2
consistently use the conventions of written language in final products
- NB-ELA-9.10.3
experiment with the use of technology in communicating for a range of purposes with a variety of audiences
- NB-ELA-9.10.4
demonstrate a commitment to crafting pieces of writing and representations
- NB-ELA-9.10.5
integrate information from several sources to construct and communicate meaning
Printable workbook · A keepsake of the year
A English Language Arts, Grade 9 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help me with English Language Arts, Grade 9?
Yes. MapleMind's AI tutor covers all 40 skills in New Brunswick's English Language Arts, Grade 9 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 9 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 9 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official New Brunswick curriculum for English Language Arts, Grade 9?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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