LEARN NC

K–12 teaching and learning · from the UNC School of Education

English Language Arts — Grade 6

All questions and comments about this curriculum should be directed to the North Carolina Department of Public Instruction.

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 3

The learner will examine the foundations of argument.

Objective 3.01

Explore argumentative works that are read, heard, and/or viewed by:

  • monitoring comprehension for understanding what is read, heard, and/or viewed.
  • analyzing the characteristics of argumentative works.
  • determining the importance of author's word choice and focus.
  • summarizing the author's purpose and stance.
  • making connections between works, self and related topics.
  • drawing inferences.
  • responding to public documents (such as but not limited to editorials and school and community policies).
  • distinguishing between fact and opinion.

Objective 3.02

Explore the problem solution process by:

  • studying examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, and show awareness of audience.
  • preparing individual and/or group essays and presentations that focus on the diagnosis of a problem and possible solutions.

Objective 3.03

Study arguments that evaluate through:

  • exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support.
  • preparing individual and/or group essays and presentations that use evaluative techniques.

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.