Slipping, sliding, tumbling: Reinforcing cause and effect through diamante poems

English Language Arts (2004)

Grade 6

• Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
  • Objective 1.02: 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 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
  • Objective 4.02: Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
    • using knowledge of language structure and literary or media techniques.
    • drawing conclusions based on evidence, reasons, or relevant information.
    • considering the implications, consequences, or impact of those conclusions.
• 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.