Introducing each other: Interviews, memoirs, photos, and internet research

North Carolina Curriculum Alignment

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 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 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 1.03: 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 3: The learner will refine the understanding and use of argument.
  • Objective 3.01: Analyze a variety of public documents that establish a position or point of view by:
    • monitoring comprehension for understanding of what is read, heard and /or viewed.
    • identifying the arguments and positions stated or implied and the evidence used to support them.
    • recognizing bias, emotional factors, and/or semantic slanting.
    • examining the effectiveness of style, tone, and use of language.
    • summarizing the author's purpose and stance.
    • examining the importance and impact of establishing a position or point-of-view.
    • making connections between works, self and related topics.
    • drawing inferences.
    • responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
• Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
  • Objective 4.01: Analyze the purpose of the author or creator by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
    • exploring and evaluating the underlying assumptions of the author/creator.
    • understanding the effect of the author's craft on the reader/viewer/listener.
• Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
  • 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.