Expository escapade-Detective's handbook

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 1.02: 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 4.01: Determine the purpose of the author or creator by:
    • monitoring comprehension for understanding of what is read, heard and/or viewed.
    • exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
    • identifying and exploring the underlying assumptions of the author/creator.
    • analyzing the effects of the author's craft on the reader/viewer/listener.
    • 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.
    • Objective 4.03: Recognize and develop a stance of a critic by:
      • considering alternative points of view or reasons.
      • remaining fair-minded and open to other interpretations.
      • constructing a critical response/review of a work/topic.
  • 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 1.02: 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 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.
    • Objective 4.02: Develop (with 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.
    • Objective 4.03: Develop the stance of a critic by:
      • considering and presenting alternative points of view or reasons.
      • remaining fair-minded and open to other interpretations.
      • creating a critical response/review of a work/topic.
  • 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 1.02: 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.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • 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 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
    • Objective 4.02: Analyze and develop (with limited 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.
    • Objective 4.03: Use the stance of a critic to:
      • consider alternative points of view or reasons.
      • remain fair-minded and open to other interpretations.
      • construct a critical response/review of a work/topic.
  • 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.