Choose your own adventure: A Hypertext writing experience

North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 6

• Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
  • Objective 2.08: Use menu/tool bar features to edit/modify/revise multimedia projects to present content information for a different audience and purpose. Strand - Multimedia/Presentation
  • Objective 2.09: Select and justify the use of appropriate online collaborative tools (e.g., surveys, email, discussion forums, webpages) to develop content area presentations for the intended audience and purpose. Strand - Telecommunications/Internet
• Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
  • Objective 3.10: Select and use WP/DTP features/functions to design, format, and publish assignments/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

Grade 7

• Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
  • Objective 3.07: Demonstrate use of WP/DTP features/functions to design, format, layout, and publish assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Objective 3.08: Plan, design, and develop a multimedia product using data (e.g., graphs, charts, database reports) to present content information in the most effective way, citing sources. Strand - Multimedia/Presentation
  • Objective 3.09: Create/modify and use rubrics to evaluate multimedia presentations for elements (e.g., organization, content, design, appropriateness for target audience, effectiveness, ethical use of resources). Strand - Multimedia/Presentation

Grade 8

• Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
  • Objective 2.06: Select and justify use of appropriate collaborative tools to survey, collect, share, and communicate information in content areas. Strand - Telecommunications/Internet
• Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
  • Objective 3.06: Develop and use rubrics to evaluate the quality of published documents/projects for content, design, and appropriate use of resources. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Objective 3.08: Create/modify and use rubrics to evaluate multimedia presentations for content, design, appropriateness for target audience, and effective and ethical use of resources. Strand - Multimedia/Presentation

English Language Arts (2004)

Grade 6

• Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
  • Objective 1.01: Narrate an expressive account (e.g., fictional or autobiographical) which:
    • uses a coherent organizing structure appropriate to purpose, audience, and context.
    • tells a story or establishes the significance of an event or events.
    • uses remembered feelings and specific details.
    • uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions).
  • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard, and/or viewed.
    • analyzing the characteristics of expressive works.
    • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • determining the main idea and/or significance of events.
    • generating a learning log or journal.
    • creating an artistic interpretation that connects self to the work.
    • discussing books/media formally and informally.
  • Objective 1.03: Interact appropriately in group settings by:
    • listening attentively.
    • showing empathy.
    • contributing relevant comments connecting personal experiences to content.
    • monitoring own understanding of the discussion and seeking clarification as needed.
  • Objective 1.04: Reflect on learning experiences by:
    • describing personal learning growth and changes in perspective.
    • identifying changes in self throughout the learning process.
    • interpreting how personal circumstances and background shape interaction with text.
• Goal 2: The learner will explore and analyze information from a variety of sources.
  • Objective 2.01: Explore informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understand of what is read, heard, and/or viewed.
    • studying the characteristics of informational works.
    • restating and summarizing information.
    • determining the importance and accuracy of information.
    • making connections between works, self and related topics/information.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • generating questions.
  • Objective 2.02: Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and infomercials by:
    • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
    • distinguishing between primary and secondary sources.
    • analyzing the effects of the presentation and/or accuracy of information.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • discussing literature in teacher-student conferences and small group discussions.
    • taking an active role in whole class seminars.
    • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
    • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
    • investigating examples of distortion and stereotypes.
    • recognizing underlying messages in order to identify recurring theme(s) within and across works.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • exploring relationships between and among characters, ideas, concepts and/or experiences.
  • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
    • reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
    • interpreting what impact genre-specific characteristics have on the meaning of the work.
    • exploring how the author's choice and use of a genre shapes the meaning of the literary work.
    • exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.
• Goal 6: The learner will apply conventions of grammar and language usage.
  • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
    • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
    • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • demonstrating the different roles of the different parts of speech in sentence construction.
    • using pronouns correctly, including clear antecedents and correct case.
    • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
    • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
    • extending vocabulary knowledge by learning and using new words.
    • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
    • developing an awareness of language conventions and usage during oral presentations.
  • Objective 6.02: Identify and edit errors in spoken and written English by:
    • reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
    • applying proofreading symbols when editing.
    • producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.
    • developing an awareness of errors in everyday speech.

Grade 7

• Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
  • Objective 1.01: Narrate an account such as a news story or historical episode which:
    • creates a coherent organizing structure appropriate to purpose, audience, and context.
    • orients the reader/listener to the scene, the people, and the events.
    • engages the reader/listener by establishing a context and creating a point of view.
    • establishes the signficance of events.
  • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • summarizing the characteristics of expressive works.
    • determining the importance of literary effects on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • comparing and/or contrasting information.
    • drawing inferences and/or conclusions.
    • determining the main idea and/or significance of events.
    • generating a learning log or journal.
    • maintaining an annotated list of works read/viewed.
    • creating an artistic interpretation that connects self and/or society to the selection.
    • constructing and presenting book/media reviews.
  • Objective 1.03: Interact in group settings by:
    • responding appropriately to comments and questions.
    • offering personal opinions confidently without dominating.
    • giving appropriate reasons that support opinions.
    • soliciting and respecting another person's opinion.
  • Objective 1.04: Reflect on learning experiences by:
    • analyzing personal learning growth and changes in perspective.
    • examining changes in self throughout the learning process.
    • determining how personal circumstances and background shape interaction with text.
• Goal 2: The learner will synthesize and use information from a variety of sources.
  • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • analyzing the characteristics of informational works.
    • summarizing information.
    • determining the importance of information.
    • making connections to related topics/information.
    • drawing inferences and/or conclusions.
    • generating questions.
  • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
    • identifying and using appropriate primary and secondary sources.
    • comparing, contrasting, and evaluating information from different sources about the same topic.
    • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of individual interest.
    • reading literature and other materials selected by the teacher.
    • assuming an active role in teacher-student conferences.
    • engaging in small group discussions.
    • taking an active role in whole class seminars.
    • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
    • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
    • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
    • extending understanding by creating products for different purposes, different audiences and within various contexts.
    • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
  • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
    • reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).
    • analyzing what effect genre specific characteristics have on the meaning of the work.
    • analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
    • analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
• Goal 6: The learner will apply conventions of application of grammar and language usage.
  • Objective 6.01: Model an understanding of conventional written and spoken expression by:
    • using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
    • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • applying the parts of speech to clarify language usage.
    • using pronouns correctly, including clear antecedents and correct case.
    • using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
    • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
    • extending vocabulary knowledge by learning and using new words.
    • determining when and where dialects and standard/nonstandard English usage are appropriate.
    • applying language conventions and usage during oral presentations.
    • choosing language that is precise, engaging, and well suited to the topic and audience.
    • experimenting with figurative language and speech patterns.
  • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
    • using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
    • mastering proofreading symbols for editing.
    • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
    • listening to and monitoring self to correct errors.

Grade 8

• Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
  • Objective 1.01: Narrate a personal account which:
    • creates a coherent, organizing structure appropriate to purpose, audience, and context.
    • establishes a point of view and sharpens focus.
    • uses remembered feelings.
    • selects details that best illuminate the topic.
    • connects events to self/society.
  • Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
    • monitoring comprehension for understanding of what is read, heard, and/or viewed.
    • reviewing the characteristics of expressive works.
    • determining the importance of literary effects on the reader/viewer/listener.
    • making connections between works, self and related topics.
    • drawing inferences.
    • generating a learning log or journal.
    • maintaining an annotated list of works that are read or viewed, including personal reactions.
    • taking an active role in and/or leading formal/informal book/media talks.
  • Objective 1.03: Interact in group activities and/or seminars in which the student:
    • shares personal reactions to questions raised.
    • gives reasons and cites examples from text in support of expressed opinions.
    • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
• Goal 2: The learner will use and evaluate information from a variety of sources.
  • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • recognizing the characteristics of informational materials.
    • summarizing information.
    • determining the importance of information.
    • making connections to related topics/information.
    • drawing inferences.
    • generating questions.
    • extending ideas.
  • Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
    • determining purpose, audience, and context.
    • understnaing the focus.
    • recognizing and/or choosing a relevant topic.
    • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
    • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
    • researching and organizing information to achieve purpose.
    • using notes and/or memory aids to structure information.
    • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
    • noting and/or citing sources used.
    • recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
    • using effective reading strategies to match type of text.
    • reading self-selected literature and other materials of interest to the individual.
    • reading literature and other materials selected by the teacher.
    • assuming a leadership role in student-teacher reading conferences.
    • leading small group discussions.
    • taking an active role in whole class seminars.
    • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
    • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
    • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
    • extending understanding by creating products for different purposes, different audiences, and within various contexts.
    • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
  • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
    • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
    • evaluating what impact genre-specific characteristics have on the meaning of the text.
    • evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
    • evaluating what impact literary elements have on the meaning of the text.
• Goal 6: The learner will apply conventions of grammar and language usage.
  • Objective 6.01: Model an understanding of conventional written and spoken expression by:
    • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
    • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
    • applying the parts of speech to clarify language usage.
    • using pronouns correctly, including clear antecedents and case.
    • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
    • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
    • extending vocabulary knowledge by learning and using new words.
    • evaluating the use and power of dialects in standard/nonstandard English usage.
    • applying correct language conventions and usage during formal oral presentations.
  • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
    • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
    • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
    • self correcting errors in everyday speech.
    • independently practicing formal oral presentations.