escalate english, grade 6 - hmhco.com

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Houghton Mifflin Harcourt

Escalate English ©2017

Grade 6

correlated to the

Oklahoma Academic Standards

English Language Arts

Grade 6

Standard Descriptor Escalate Grade 6 Citations

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a variety of texts.

Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

1. Words in Context

a. Use knowledge of word parts and

word relationships, as well as

context clues (the meaning of the

text around a word), to determine

the meaning of technical and

specialized vocabulary and to

understand the precise meaning of

grade-level-appropriate words in

fiction and nonfiction texts.

SE: Vocabulary Strategy: Scientific Using Context Clues, 19; Context Clues, 101, 122, 156, 161, 263,

265; R28; Vocabulary Strategy: Word Families, 57; Identifying Prefixes, 157; Suffixes That Form

Nouns, 143; Latin and Greek Affixes, 237; Prefix, 31, 121, 150, 155, 253, R29; Suffix, 75, 217, 278,

279, R29–R30; Roots, 102, 247, R29

TE: Context Clues, 15, 47, 55, 108, 143b, 212, 375, 475, 476, 657, 811; Critical Vocabulary (examples),

22, 68, 84, 91, 157, 164, 175, 184, 207, 232, 301, 308, 352, 372, 398, 445, 488, 496, 543, 587, 644,

663, 688; Assessment 50, 75, 98, 188; Prefixes, 8, 111, 119, 122, 143f, 143k, 214, 255, 287g, 323,

431d, 432m, 491, 573g; Suffixes, 2o, 144i, 236, 266, 287k, 432o, 502, 573a, 573g, 610, 719d, 762,

783, 863d; Affixes of all kinds, 64, 574m, 727, 863a

b. Use prior experience and context

to analyze and explain the

figurative use of words, similes

(comparisons that use like or as:

The Snowplow Reared Up Like a

Stallion), metaphors (implied

comparisons: Peace is a Sunrise),

and multiple meaning words.

SE: Unit Opener: Figurative Language, 49; Vocabulary Strategy: Figurative Language, 113;

Understanding Poetic Style, 204; Similes and Metaphors, 204; Practice and Apply, 205

TE: Figurative Language, 88, 151, 287a, 348, 359, 382, 431f, 591, 620, 622, 626, 629, 693, 732, 755, 810

2. Word Origins

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a. Recognize the origins and

meanings of foreign words

frequently used in English.

Example: Understand foreign

words that are often used in

English such as spaghetti (Italian)

and rodeo (Spanish).

SE: Foreign Words in English, R31; also see: Etymology, 5

TE: Word Etymology, 9, 143a

b. Apply knowledge of root words to

determine the meaning of

unknown words within a passage.

SE: Etymology, 5; Reading Hard Words, 10; Word Families, 57; Roots, 102, 110, R29; Word Families,

R30

TE: Etymology, 9; Reading Hard Words, 26; Word Roots, 64, 119, 150; Critical Vocabulary, 91, 301,

327, 606, 636; Assessment, 98; Academic Vocabulary, 170, 321; Word Families, 180, 368

c. Use word origins, including

knowledge of less common roots

(graph = writing, logos = the

study of) and word parts (auto =

self, bio = life) from Greek and

Latin to analyze the meaning of

complex words (autograph,

autobiography, biology).

SE: Word Families, 57; Roots, 102, 110, R29; Understanding Word Origins, R30–R31

TE: Word Roots, 64, 119, 150; Critical Vocabulary, 91, 301, 327, 606, 636; Assessment, 98; Academic

Vocabulary, 170, 321; Word Families, 180, 368

*3. Using Resource Materials and Aids

a. Determine the meanings,

pronunciation, and derivations of

unknown words by using a

glossary, dictionary, and/or

thesaurus.

SE: Checking Dictionary, 40, 86, 161, 187, 197, 228, 237; Reading Hard Words, 10; Using Reference

sources, R32–R33

TE: Use a dictionary to check meanings (examples), 22, 28, 40, 44, 84, 116, 128, 157, 164, 184, 203,

220, 292, 301, 327, 445, 458, 488, 587, 654, 663, 730

b. Relate dictionary definitions to

context of the reading in order to

aid understanding.

SE: Checking Dictionary, 40, 86, 161, 187, 197, 228, 237; Reading Hard Words, 10; Using Reference

sources, R32–R33

TE: Use a dictionary to check meanings (examples), 22, 28, 40, 44, 84, 116, 128, 157, 164, 184, 203,

220, 292, 301, 327, 445, 458, 488, 587, 654, 663, 730

*Standard 2: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

1. Read regularly in independent-

level texts (texts in which no more

SE: Reading with Expression, 103; Reading Aloud with Expression, 269; Memorize and Recite a Poem,

269

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than approximately 1 in 10 words

is difficult for the reader) fluently

and accurately, and with

appropriate timing, change in

voice, and expression.

TE: Fluency Development, 49, 73, 196, 322, 477, 507, 616, 671; Fluency, 367; Memorize and Recite a

Poem, 820; Reading with Expression, 321; Reading Aloud with Expression, 820

2. Read regularly in instructional-

level texts (texts in which no more

than approximately 1 in 10 words

is difficult for the reader; a

"typical" sixth grader reads

approximately 120 words per

minute).

TE: First Read, 12, 27, 43, 67, 154, 169, 193, 231, 247, 335, 351, 371, 442, 457, 471, 495, 531, 584, 599,

613, 643, 677, 678, 734, 775, 776, 825, 826; Supported Read, 86, 209, 391, 392, 393, 394, 395, 396,

397, 511, 657, 751

3. Increase silent reading speed

through daily independent

reading.

TE: First Read, 12, 27, 43, 67, 154, 169, 193, 231, 247, 335, 351, 371, 442, 457, 471, 495, 531, 584, 599,

613, 643, 677, 678, 734, 775, 776, 825, 826

4. Read silently for increased periods

of time.

TE: First Read, 12, 27, 43, 67, 154, 169, 193, 231, 247, 335, 351, 371, 442, 457, 471, 495, 531, 584, 599,

613, 643, 677, 678, 734, 775, 776, 825, 826

Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning. Read and understand grade-level-appropriate material. Describe and connect the essential ideas, arguments, and perspectives of the text by using the knowledge

of text structure, organization, and purpose. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative

(story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and

online information as well as expository (informational and technical) text.

1. Literal Understanding

a. Use prereading strategies

independently (to preview,

activate prior knowledge, predict

content of text, formulate

questions that might be answered

by the text, establish purpose for

reading).

SE: Setting a Purpose (informational text), 10, 22, 54, 64, 72, 100, 104, 120, 154, 160, 164, 192, 208;

Setting a Purpose (literary text), 16, 28, 34, 40, 58, 60, 78, 106, 114, 126, 148, 158, 170, 198, 206,

212, 220, 242, 252, 262, 270; Setting a Purpose (blog), 6, 50, 96, 144, 188, 238

TE: Setting a Purpose text opener pages, 1, 26, 42, 58, 67, 82, 106, 154, 168, 182, 192, 206, 246, 298,

312, 316, 325, 334, 370, 390, 442, 456, 471, 474, 486, 494, 510, 530, 598, 612, 634, 642, 656, 676,

750, 774, 794, 802, 824

b. Read and comprehend both fiction

and nonfiction that is

SE: Analyzing the Text (informational text), 57, 71, 77, 119, 157, 168; Analyzing the Text (literary text),

19, 112, 153, 219, 228, 250, 258

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appropriately designed for sixth

grade.

TE: Explore the Topic (informative, examples), 26–27, 30–35, 38–39, 66–67, 70–73, 78–79, 168–169,

172–174, 177–179, 206, 209–213, 218–219, 222–223, 226–227, 230–231, 234–237, 242–243, 598–

599, 602–605, 608–609, 642–643, 648–650, 653; Explore the Topic (narrative, examples), 12–15,

17–18, 21, 42–43, 46–49, 54–55, 58–59, 62–63, 82–83, 86–90, 93–94, 97, 102–103, 106–107, 110–

115, 118, 121, 154–155, 159–160, 163, 182–183, 186–187, 192–193, 196–198, 201–202, 205, 246–

248, 251–257, 260–261, 264–265, 584–586, 589–590, 593, 612–613, 616–621, 626, 629–630, 633–

635, 638–639, 656–662, 665–667, 669–671, 676–678, 681–687, 690l 693–694, 696–697

c. Recognize main ideas presented in

a particular segment of text;

identify and assess evidence that

supports those ideas.

Example: Use a graphic organizer

to compare an advertisement to

the actual product label.

SE: Reading Toolbox: Determine Central Idea and Details, 54; Determine Main Idea and Details, 124;

Analyzing the Text: Summarize, 57, 77

TE: Determine Central Idea, 31, 168, 172, 173, 316, 355, 381; Determine Main Idea, 72, 73, 381, 476,

486

d. Use the text's structure or

progression of ideas, such as cause

and effect or chronology to locate

or recall information.

SE: Analyze Structure: Text Features, 64, 77; Cause-and-Effect, 72, 76; Chronological Order, 120

TE: Cause-and-Effect, 21, 230, 235, 242, 254, 833; Text Structure, 243; Sequence, 357, 374, 400, 401,

404, 408, 443, 535, 747, 795; Chronology, 370

2. Inferences and Interpretation

a. Draw inferences and conclusions

about text and support them with

textual evidence and prior

knowledge.

SE: Analyzing the Text: Make Inferences, 19, 219, 228; Reading Toolbox: Analyze Structure: Text

Features, 64, 77; Chronological Order, 120

TE: Reading: Make Inferences (nonfiction), 521, 354; Reading Toolbox: Making Inferences (fiction), 42,

55; Reading: Make Inferences (fiction), 47, 48, 113, 256, 340, 343, 536, 538, 541, 719j, 829, 830,

831, 832, 835; Draw Conclusions (fiction), 112, 248, 253

b. Make inferences or draw

conclusions about characters’

qualities and actions (i.e., based

on knowledge of plot, setting,

characters’ motives, characters’

appearances, other characters’

responses to a character).

SE: Analyze Character, 219, 250, 258; Summarize, 112, 228, 250, 258; Features of an Epic: The Hero’s

Journey, 242, 258

TE: Character, 13, 42, 46, 62, 63, 82, 94, 111, 112, 155, 156, 248, 253, 254, 255, 256, 257, 299, 335,

339, 343, 354, 357, 358, 391, 395, 397, 460, 537, 539, 617, 618, 619, 649, 666, 681, 684, 764, 765,

808, 809, 811, 826, 829, 830, 832, 838

*c. Interpret and respond creatively to SE: Performance Task Activities, 14, 79, 97, 118, 156, 226, 261, 300, 321, 347, 387, 405, 448, 467, 525,

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literature (e.g., art, drama, oral

presentations, and Reader's

Theater).

586, 609, 630, 697, 738

3. Summary and Generalization

a. Summarize and paraphrase

information including the main

idea and significant supporting

details of a reading selection.

SE: Reading Toolbox: Determine Central Idea and Details, 54; Determine Main Idea and Details, 124;

Analyzing the Text: Summarize, 57, 77

TE: Determine Central Idea, 31, 168, 172, 173, 316, 355, 381; Determine Main Idea, 72, 73, 381, 476,

486

b. Make generalizations based on

information gleaned from text.

SE: Generalization, R43

TE: For related material see: Synthesize, 33, 72

c. Support reasonable statements and

conclusions by reference to

relevant aspects of text and

examples.


19, 112, 153, 219, 228, 250, 258

TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862; Collaborative Discussion (examples),

14, 19, 55, 62, 78, 94, 118, 156, 163, 177, 201, 242, 260, 364, 444, 467, 487, 520, 545, 586, 626,

653, 669, 690, 738, 747, 786, 795, 799

d. Clarify understanding of text

information in different ways

(e.g., timelines, outlines, graphic

organizer) to support and explain

ideas.

SE: Analyze Structure: Text Features, 64, 77; Chart, 59, 95, 143, 159, 237, 261; Map, 69; Diagram, 74,

101

TE: Informational Text Features, 27, 206, 243, 501, 584, 599, 643, 825

4. Analysis and Evaluation

a. Evaluate the believability of a

character and the impact they have

on the plot.


Journey, 242, 258; Determining Style Elements, 262; Making Inferences, 16, 19; External and

Internal Conflict, 106

TE: Character, 13, 42, 46, 62, 63, 82, 94, 111, 112, 155, 156, 248, 253, 254, 255, 256, 257, 299, 335,

339, 343, 354, 357, 358, 391, 395, 397, 460, 537, 539, 617, 618, 619, 649, 666, 681, 684, 764, 765,

808, 809, 811, 826, 829, 830, 832, 838; Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539,

541, 620, 658, 659, 660, 661, 684; Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539, 541,

620, 658, 659, 660, 661, 684

b. Analyze the main problem or

conflict of the plot; the effect of

SE: External and Internal Conflict, 106; Reading Toolbox, 148; Collaborative Discussion, 153; Setting a

Purpose, 242; Problem and Solution, 60, 198

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the qualities of the characters and

explain how the conflict is

resolved.

TE: Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539, 541, 620, 658, 659, 660, 661, 684;

Problem and Solution, 192; External and Internal Conflict, 334, 335

c. Contrast the actions, motives, and

appearances of characters in a

work of fiction and discuss the

importance of the contrasts to the

plot or theme.


Journey, 242, 258; Determining Style Elements, 262; Making Inferences, 16, 19

TE: Character, 13, 42, 46, 62, 63, 82, 94, 111, 112, 155, 156, 248, 253, 254, 255, 256, 257, 299, 335,

339, 343, 354, 357, 358, 391, 395, 397, 460, 537, 539, 617, 618, 619, 649, 666, 681, 684, 764, 765,

808, 809, 811, 826, 829, 830, 832, 838

d. Make observations, connections,

and react, speculate, interpret, and

raise questions in analysis of texts.


19, 112, 153, 219, 228, 250, 258

TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862; Collaborative Discussion (examples),

14, 19, 55, 62, 78, 94, 118, 156, 163, 177, 201, 242, 260, 364, 444, 467, 487, 520, 545, 586, 626,

653, 669, 690, 738, 747, 786, 795, 799

e. Recognize and evaluate structural

patterns found in a literary work

(e.g., cause/effect,

problem/solution, sequential

order).

SE: Analyze Structure: Text Features, 64, 77; Cause-and-Effect, 72, 76; Chronological Order, 120

TE: Cause-and-Effect, 21, 230, 235, 242, 254, 833; Text Structure, 243; Sequence, 357, 374, 400, 401,

404, 408, 443, 535, 747, 795; Chronology, 370

f. Distinguish among stated facts,

inferences supported by evidence,

and opinions in text.

SE: Reading Toolbox: Identifying Facts versus Opinions, 178

TE: Fact and Opinions, 548

*5. Monitoring and Correction Strategies

a. Monitor own reading and modify

strategies as needed when

understanding breaks down (e.g.,

rereading a portion aloud, using

reference aids, trying an alternate

pronunciation, searching for clues,

and asking questions).

SE: Collaborative Discussion and Text Analysis (fiction and poetry), 8, 18, 24, 27, 48, 115, 125, 171,

178, 188, 219, 236; Collaborative Discussion and Text Analysis (nonfiction), 32, 38, 60, 69, 102,

109, 117, 154, 161, 165, 167, 213, 248, 261

TE: Close Read (reread prompt), 182, 196, 219, 260, 325, 387, 517, 531; When Students Struggle

(includes asking questions), 18, 32, 39, 102, 154, 160, 179, 261, 304, 317, 340, 376, 506, 507, 525,

731, 735, 830

b. Clarify meaning by questioning

and rereading; confirm and revise

predictions as needed when


19, 112, 153, 219, 228, 250, 258

TE: Predicting, 168, 364, 467, 774; Close Read (reread prompt), 70, 93, 173, 218, 317, 357, 377, 443,

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reading. 471, 499, 516, 585

c. Adjust reading rate and determine

appropriate strategies according to

the purpose for reading, the

difficulty of the text, and

characteristics of the text.

SE: Reading with Expression, 103; Reading Aloud with Expression, 269; Memorize and Recite a Poem,

269

TE: Fluency Development, 49, 73, 196, 322, 477, 507, 616, 671; Fluency, 367; Memorize and Recite a

Poem, 820; Reading with Expression, 321; Reading Aloud with Expression, 820

Standard 4: Literature - The student will read, construct meaning, and respond to a wide variety of literary forms. Read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance a study of history and social science.

Clarify ideas and connect them to other literary works. Participate productively in self-directed work teams to create observable products.

1. Literary Genres - The student will demonstrate a knowledge of and an appreciation for various forms of literature.

a. Analyze the characteristics of

genres, including short story,

novel, drama, poetry, and

nonfiction.

SE: Reading Toolbox: Analyze Poetic Form, 198; Understanding Poetic Style, 204; Mood and Tone,

212; Features of an Epic: The Hero’s Journey, 242, 258; Determining Style Elements, 262

TE: Characteristics of a Myth, 43; Examine Text Structure for Genre, 66, 639; Genres, 409, 501, 676;

Elements of an Epic, 86; The Nature of Myths, 115; Structure, 720i; Features of an Epic, 786; Style

Elements, 802; Analyze Poetic Form, 612

b. Analyze characteristics of

subgenres, including

autobiography, biography, fable,

folk tale, mystery, and myth.

SE: Genre: Argument, 164–169; Biography, 170–179; Classic Fiction, 78–87, 126–135, 220–229, 270–

279; Epic, 28–33, 242–251, 252–259; Fable, 60–63; Informational Text, 10–15, 22–27, 54–57, 72–

77, 100–103, 120–125, 154–157, 192–197, 208–211; Interview, 160–163; Magazine Article, 64–71;

Myth, 34–41; Narrative Nonfiction, 114–119; Novel Excerpt, 16–19, 106–113, 148–153, 212–219;

Poetry, 198–205, 262–269

TE: Characteristics of a Myth, 43; Examine Text Structure for Genre, 66, 639; Genres, 409, 501, 676;

Elements of an Epic, 86; The Nature of Myths, 115; Structure, 720i; Features of an Epic, 786; Style

Elements, 802; Analyze Poetic Form, 612

2. Literary Elements - The student will demonstrate knowledge of literary elements and techniques and how they affect the development of a

literary work.

a. Identify and explain elements of

fiction, including plot, conflict,

character, setting, and theme.


Journey, 242, 258; Determining Style Elements, 262; Making Inferences, 16, 19; External and

Internal Conflict, 106

TE: Character, 13, 42, 46, 62, 63, 82, 94, 111, 112, 155, 156, 248, 253, 254, 255, 256, 257, 299, 335,

339, 343, 354, 357, 358, 391, 395, 397, 460, 537, 539, 617, 618, 619, 649, 666, 681, 684, 764, 765,

808, 809, 811, 826, 829, 830, 832, 838; Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539,

541, 620, 658, 659, 660, 661, 684; Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539, 541,

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620, 658, 659, 660, 661, 684; Setting, 13, 246, 460, 463, 619; Theme, 115, 143j, 456, 464, 586;

Narrator and Point of View, 42, 46, 55, 78, 247, 338, 364, 510, 720k, 802

b. Identify and explain internal and

external conflict in the

development of a story.

SE: External and Internal Conflict, 106; Reading Toolbox, 148; Collaborative Discussion, 153; Setting a

Purpose, 242; Problem and Solution, 60, 198

TE: Plot, 103, 113. 114, 143l, 252, 393, 394, 396, 401, 462, 539, 541, 620, 658, 659, 660, 661, 684;

Problem and Solution, 192; External and Internal Conflict, 334, 335

c. Determine the author's purpose

(persuade, inform, entertain) and

point of view, whether explicitly

or implicitly stated and how it

affects the text.

SE: Author’s Purpose, 252; Writing Activity: Author’s Influence Chart, 112

TE: Author’s Purpose, 34, 498, 774; Author’s Language, 31; Discuss Perspective, 150; Close Read, 196;

Writing Activity: Author’s Influence Chart, 112

d. Connect, compare, and contrast

ideas, themes, and issues across

texts.

SE: Comparing, 26, 28, 77, 87, 168; Writing Activity: Compare-and-Contrast Essay, 134

TE: Compare and Contrast, 21, 163, 307, 451, 593, 747; Writing Activity: Compare-and-Contrast Essay,

405

3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices and will analyze how they affect the

development of a literary work.

a. Identify and explain figurative

language, including symbolism,

imagery, metaphor,

personification, simile, and

idioms.

SE: Unit Opener: Figurative Language, 49; Vocabulary Strategy: Figurative Language, 113;

Understanding Poetic Style, 204; Similes and Metaphors, 204; Practice and Apply, 205; Idioms,

Slang, and Figurative Language, R28; Informal Language, 179

TE: Figurative Language, 88, 151, 287a, 348, 359, 382, 431f, 591, 620, 622, 626, 629, 693, 732, 755,

810; Idioms, 144o, 219, 339, 551, 693

b. Identify and explain sound

devices, including alliteration,

onomatopoeia, and rhyme.

SE: Alliteration and Tone, 63; Analyze Poetic Form, 198; Understanding Poetic Style, 204;

Onomatopoeia, 14

TE: Analyze Poetic Form, 612; Understanding Poetic Style, 204; Alliteration, 144h, 198, 201, 720i

c. Interpret poetry and recognize

poetic styles (e.g., rhymed, free

verse, and patterned [cinquain,

diamante]).

SE: Poetry, 198–205, 262–269

TE: Explore the Topic, 612–613, 616–621, 802–803, 806–813, 820

d. Identify and describe the function

and effect of common literary

devices, such as imagery and

SE: Imagery, 250, 251; Poetry, 198–205, 262–269

TE: Analyze Poetic Form, 612; Imagery, 288k, 770

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symbolism.

• Imagery: the use of language to

create vivid pictures in the reader's

mind.

• Symbolism: the use of an object

to represent something else; for

example, a dove might symbolize

peace.

*4. Literary Works - The student will read and respond to historically and culturally significant works of literature.

a. Analyze and evaluate works of

literature and the historical context

in which they were written.

SE: The Epic of Gilgamesh (Epic), 28–33; Thesus and the Minotaur (Myth), 34–41; The Ramayana

(Epic), 242–259; Don Quixote, 270–279

TE: Explore the Topic, 82–83, 86–90, 93–94, 97, 102–103, 106–107, 110–115, 118, 121, 750–757, 760–

761, 774–776, 779–782, 824–826, 829–835, 838, 841

b. Analyze and evaluate literature

from various cultures to broaden

cultural awareness.

SE: The Epic of Gilgamesh (Epic), 28–33; Thesus and the Minotaur (Myth), 34–41; The Divine Felines

of Ancient Egypt, 54–57; The Crow and the Pitcher (Fable), 60–63; The Last Days of Pompeii, 126–

135; Confucius: Words of Wisdom, 154–157; The Ramayana (Epic), 242–259; Don Quixote, 270–

279

TE: Myths of Origin, 2o; Characteristics of a Myth, 43; Greek Mythology, 106; The Nature of Myths,

115; Features of an Epic, 750, 786; The Heroe’s Journey, 750; Cultural Influence, 720f, 720h

c. Compare similar characters,

settings, and themes from varied

literary traditions.

SE: The Epic of Gilgamesh (Epic), 28–33; Thesus and the Minotaur (Myth), 34–41; The Crow

and the Pitcher (Fable), 60–63; Ramayana (Epic), 242–259

TE: Myths of Origin, 2o; Characteristics of a Myth, 43; Greek Mythology, 106; The Nature of

Myths, 115; Features of an Epic, 750, 786; The Heroe’s Journey, 750; Cultural Influence,

720f, 720h

Standard 5: Research and Information - The student will conduct research and organize information.

1. Accessing Information - The student will select the best source for a given purpose.

a. Use library catalogs and computer

databases to locate sources for

research topics.

SE: Reading Toolbox: Researching Information Critically, 192; Recognize Source Information, 196;

Research Toolbox: Check Your Sources, 27

TE: Reading Toolbox: Reading Information Critically (primary and secondary sources), 598;

Recognizing Source Information (summarize, paraphrase, direct quotation), 608; Research Toolbox:

Check Your Sources, 79

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b. Access information from a variety

of primary and secondary sources

to gather information for research

topics

SE: Researching Information Critically, 192; Writing Activity: Notes for an Informative Essay, 71;

Writing Activity: Small Group Research, 125; Research Activities, 5, 49

TE: Reading Information Critically (primary and secondary sources), 598; Writing Activity: Notes for an

Informative Essay, 227; Writing Activity: Small Group Research, 387; Research Activities, 9, 151

c. Use organizational strategies as an

aid to comprehend increasingly

difficult content material.

SE: Research Report, 230–233

TE: Research Report, 702–703, 706–707, 710–711, 714–715, 718

d. Note instances of persuasion,

propaganda, faulty reasoning, or

misleading information in text.






e. Use reference features of printed

text, such as citations, endnotes,

and bibliographies, to locate

relevant information about a topic.

SE: Researching Information Critically, 192; Writing Activity: Notes for an Informative Essay, 71;

Writing Activity: Small Group Research, 125; Research Activities, 5, 49

TE: Reading Information Critically (primary and secondary sources), 598; Writing Activity: Notes for an


2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.

a. Record, organize, and display

relevant information from multiple

sources in systemic ways (e.g.,

outlines, graphic organizers, or

note cards).

SE: Research Report, 230–233; also see: Reading Toolbox: Researching Information Critically, 192;

Recognize Source Information, 196; Research Toolbox: Check Your Sources, 27; Performance Task:

Identifying Topics and Research Questions, 208; Writing Activity: Notes for an Informative Essay,

71; Writing Activity: Small Group Research, 125; Research Activities, 5, 49

TE: Research Report, 702–703, 706–707, 710–711, 714–715, 718; also see: Reading Toolbox: Reading

Information Critically (primary and secondary sources), 598; Recognizing Source Information

(summarize, paraphrase, direct quotation), 608; Research Toolbox: Check Your Sources, 79;

Performance Task: Identifying Topics and Research Questions, 642; Writing Activity: Notes for an


b. Identify and credit the reference

sources used to gain information.

SE: Bibliography, 232; Reading Toolbox: Researching Information Critically, 192

TE: Bibliography, 706; Reading Toolbox: Reading Information Critically (primary and secondary

sources), 598

c. Determine the appropriateness of

an information source for a

research topic.




11




d. Summarize information from

multiple sources into a research

paper.

SE: Research Report, 230–233

TE: Research Report, 702–703, 706–707, 710–711, 714–715, 718

Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a variety of purposes and audiences, discuss

and keep a list of writing ideas, and use graphic organizers to plan writing. The student will write clear, coherent, and focused papers, and progress

through the stages of the writing process. The student will work independently and in self-directed writing teams to edit and revise.

*Standard 1: Writing Process. The student will use the writing process to write coherently.

1. Use a variety of prewriting

strategies such as brainstorming,

webbing, or using other graphic

organizers to develop an idea

appropriate for the intended

audience, purpose, and topic.

SE: Performance Task, 42–43, 88–89, 136–137, 180–181, 230–231, 280–281

TE: Performance Task, 126–142, 270–286, 414–430, 556–572, 702–718, 846–862

2. Add details, examples, reasons,

and evidence to develop and

support an idea.

SE: Written Argument: Find Reasons, 181; Reasons and Evidence, 182; Present Strong Evidence, 183;

also see: Writing Activity: Review, 153; Argument, 169

TE: Written Argument: Find Reasons, 557; Reasons and evidence, 561; also see: Writing Activity:

Review, 467; Argument, 525

3. Use organizational patterns such

as spatial, chronological/

sequential, cause and effect or

climactic as appropriate to

purpose.

SE: Performance Task, 42–45, 88–91, 136–139, 180–183, 230–233, 280–283


4. Use effective transitions for

effective blending of sentences

and paragraphs.

SE: Written Argument: Transitions (connecting words), 183; Informative Essay: Structure, 90, 91; Short

Story: Transitions, 45

TE: Written Argument: Transitions, 561; Informative Essay: Structure (subheadings and links between

ideas), 281, 284; Short Story: Transitions, 131, 134

5. Use precise and vivid word

choices, including figurative

language, that convey specific

SE: Informative Essay: Vocabulary, 89; Short Story: Setting, 43; Descriptive Language, 45

TE: Informative Essay: Vocabulary, 271; Academic Vocabulary, 272; Short Story: Setting, 127;

Descriptive Language, 131, 134

12


meaning and tone.

6. Use a variety of sentence types

and lengths to contribute to

fluency and interest.

SE: Performance Task, 42–45, 88–91, 136–139, 180–183, 230–233, 280–283; The Structure of

Sentences, R22–R23


7. Using standard editing marks, edit

for errors in Standard English

usage, sentence structure,

mechanics, and spelling.

SE: Edit, 45, 91, 183, 233, 283

TE: Edit, 138, 279, 568, 714, 858

8. Publish and present to peers and

adults.

SE: Publish, 45, 91, 183, 233, 283

TE: Publish, 139, 283, 569, 715

*(2) Standard - modes and forms of writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository,

persuasive, and reflective modes. At Grade 6, write narrative, expository, persuasive, argumentative, reflective, and descriptive modes of at least 500 to

700 words, demonstrating a command of Standard English and the research, organization, and drafting strategies outlined in the writing process.

Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

1. Compose fictional, biographical, and autobiographical narratives that:

a. establish and develop a plot and

setting with a distinct beginning,

middle, and ending.

SE: Performance Activity: Short Story, 42–45

TE: Performance Task: Short Story, 126–127, 130–131, 134–135, 138–139, 142

b. establish and develop a setting,

characters, and point of view

appropriate for the narrative.

SE: Short story: Characters, 43, 45; Point of View, 43, 45; Elements of a story, 44; also see: Writing

Activity: Poem, 205

TE: Short Story: Characters, 127, 131; Elements of a Story, 130; Writing Activity: Poem, 630

c. use a range of narrative devices,

such as dialogue or suspense.

SE: Short story: Characters, 43, 45; Elements of a Story, 44

TE: Short Story: Characters, 127, 131; Elements of a Story, 130

d. adjust tone and style as necessary

to make writing interesting and

engaging to the audience.

SE: Short Story: Setting, 43; Descriptive Language, 45

TE: Short Story: Setting, 127; Descriptive Language, 131, 134

2. Compose expository test including descriptions, explanations, comparison and contrast, and problem and solution compositions that:

a. state the thesis (position on the

topic), main idea, or purpose.

SE: Performance Task: Informative Essay, 88–91; Research Report, 230–233; also see: Writing Activity:

Essay, 40; Notes for an Informative Essay, 71

13


TE: Performance Task: Informative Essay, 270–271, 274–275, 278–279, 282–283, 286; Research Report,

702–703, 706–707, 710–711, 714–715, 718

b. explain the situation including

supporting paragraphs with facts,

details, and explanations.




702–703, 706–707, 710–711, 714–715, 718

c. organize the composition clearly

and appropriately for the purpose

of the writing.

SE: Informative Essay: Structure, 90, 91

TE: Informative Essay: Structure (subheadings and links between ideas), 281, 284

d. include evidence and supporting

details by paraphrasing from

speakers, newspapers, magazines,

media sources, or reference books

to support arguments and

conclusions.

Example: Write successive drafts

of a one or two page newspaper

article about school carnival

activities, including details to

support the main topic and allow

the reader to compare and contrast

the different carnival activities

described or a description of a

school event including details to

support the main idea.)




702–703, 706–707, 710–711, 714–715, 718

3. Compose persuasive/argumentative compositions that:

a. state a clear position on a

proposition or proposal.

SE: Performance Task: Argument, 180–183; also see: Writing Activity: Review, 153; Argument, 169

TE: Performance Task: Argument, 556–557, 560–561, 564–565, 568–569, 572; also see: Writing

Activity: Review, 467; Argument, 525

b. support the position with

organized and relevant evidence

SE: Written Argument: Make a Claim, 181; Reasons and Evidence, 182; also see: Writing Activity:


14


and effective emotional appeals. TE: Written Argument: Make a Claim, 557; Reasons and Evidence, 560; also see: Writing Activity:


c. predict, identify, and address

reader concerns and

counterarguments. Example:

Write a persuasive paper on how

the class should celebrate the end

of the school year, including

adequate reasons for why the class

should participate in the activity

described.

SE: Written Argument: Make a Claim, 181; Reasons and Evidence, 182; also see: Writing Activity:


TE: Written Argument: Make a Claim, 557; Reasons and Evidence, 560; also see: Writing Activity:


d. Create an advertisement for a

product to try to convince readers

to buy the product.

SE: For related material see: Performance Task: Argument, 180–183; Writing Activity: Argument, 169

TE: Performance Task: Argument, 556–557, 560–561, 564–565, 568–569, 572K

4. Compose reflective papers that may address one of the following purposes:

a. express the individual's insight

into conditions or situations.

SE: Performance Task: Argument, 180–183; also see: Writing Activity: Review, 153; Argument, 169

TE: Performance Task: Argument, 556–557, 560–561, 564–565, 568–569, 572; also see: Writing

Activity: Review, 467; Argument, 525

b. compare a scene from a work of

fiction with a lesson learned from

experience.

SE: Writing Activity: Short Response, 86; Share and Interact with Other Blogs, 240

TE: Writing Activity: Short Response, 261; Share and Interact with Other Blogs, 738

c. complete a self-evaluation.

Example: Write a self-evaluation

on a personal strength.

SE: For related material see: Writing Activity: Writing Activity: Start a Blog, 8; Brainstorm Topics for

Your Blog, 52; Helpful Tips When Writing Blog Posts, 190; Share and Interact with Other Blogs,

240; Write On! Write a Comment on a Blog, 52, 146, 190

TE: For related material see: Writing Activity: Writing Activity: Start a Blog, 14; Brainstorm Topics for

Your Blog, 156; Helpful Tips When Writing Blog Posts, 586; Share and Interact with Other Blogs,

738

5. Write responses to literature, including poetry, that:

a. include an interpretation that

shows careful reading,

understanding, and insight.

SE: Literary Analysis, 280–283; also see: Writing Activity: Review, 153; Discuss Fables, 63; Write

About Figurative Language, 113; Make a List and Describe Favorite Books, 240; Write About the

Setting of a Story, 251

15


TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862; Writing Activity: Review, 467;

Discuss Fables, 202; Write About Figurative Language, 348; Make a List and Describe Favorite

Books, 739; Write About the Setting of a Story, 771

b. organize the interpretation around

several clear ideas.

SE: Decide the Basics, 281; Finalize Your Plan, 282; also see: Writing Activity: Review, 153; Discuss

Fables, 63; Write About Figurative Language, 113; Make a List and Describe Favorite Books, 240;

Write About the Setting of a Story, 251

TE: Decide the Basics, 847; Finalize Your Plan, 850; also see: Writing Activity: Review, 467; Discuss

Fables, 202; Write About Figurative Language, 348; Make a List and Describe Favorite Books, 739;

Write About the Setting of a Story, 771

c. develop and justify the

interpretation through the use of

examples and evidence from the

text. Example: After reading a

novel, write a final chapter to the

book describing what happens to

the main character after the point

where the book ends and how it is

supported by the rest of the

narrative.

SE: Literary Analysis, 280–283

TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862

6. Write for different purposes and to

a specific audience or person,

adjusting tone and style as

necessary to make writing

interesting. Example: Write

stories, reports, and letters

showing a variety of word

choices, or review a favorite book

or film.

SE: Performance Task, 42–45, 88–91, 136–139, 180–183, 230–233, 280–283; Writing Activity, 8. 27,

40, 52, 71, 86, 98, 112, 125, 134, 146, 153, 169, 190, 197, 205, 240; Write On! 52, 63, 98, 113, 124,

146, 163, 178, 190, 228, 240, 251

TE: Performance Task, 126–142, 270–286, 414–430, 556–572, 702–718, 846–862; Writing Activity, 14,

79, 118, 156, 226, 261, 300, 347, 387, 405, 448, 467, 525, 586, 609, 630, 738; Write On! 17, 159,

202, 303, 348, 381, 447, 507, 548, 589, 693, 739, 771

7. Compose summaries of reading material that:

a. include the main idea and most

significant details.

SE: Literary Analysis, 280–283; also see: Writing Activity: Review, 153; Discuss Fables, 63; Write

About Figurative Language, 113; Make a List and Describe Favorite Books, 240; Write About the

Setting of a Story, 251

TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862; Writing Activity: Review, 467;

16


Discuss Fables, 202; Write About Figurative Language, 348; Make a List and Describe Favorite

Books, 739; Write About the Setting of a Story, 771

b. use the student’s own words

except for direct quotations.

SE: Literary Analysis, 280–283; Write About Figurative Language, 113; Make a List and Describe

Favorite Books, 240

TE: Literary Analysis, 846–847, 850–851, 854–855, 858–859, 862; Write About Figurative Language,

348; Make a List and Describe Favorite Books, 739

8. Compose friendly and formal

letters, and emails; continue to

produce other writing forms

introduced in earlier grades.

Example: Write a formal letter

requesting a catalog.

SE: Write a Letter, 163; also see: Writing Activity: Writing Activity: Start a Blog, 8; Brainstorm Topics

for Your Blog, 52; Helpful Tips When Writing Blog Posts, 190; Share and Interact with Other Blogs,

240; Write On! Write a Comment on a Blog, 52, 146, 190

TE: Writing Activity: Writing Activity: Start a Blog, 14; Brainstorm Topics for Your Blog, 156; Helpful

Tips When Writing Blog Posts, 586; Share and Interact with Other Blogs, 738; Write On! Write a

Comment on a Blog, 17, 159, 447, 589

9. Use appropriate essay test-taking and time-writing strategies that:

a. address and analyze the question

(prompt).

SE: Performance Task: Informative Essay, 88–91; Writing Activity: Essay, 40; Writing Activity: Notes

for an Informative, 71; Compare-and-Contrast Essay, 134

TE: Performance Task: Informative Essay, 270–271, 274–275, 278–279, 282–283, 286

b. use organizational methods

required by the prompt.

SE: Writing Toolbox, 90; Draft Your Essay, 91

TE: Writing Toolbox, 274; Draft Your Essay, 275

c. utilize an editing checklist or

assessment rubric, if provided.

SE: Edit, 45, 91, 183, 233, 283

TE: Edit, 138, 279, 568, 714, 858

10. Use handwriting/penmanship to

copy and/or compose text, in

manuscript or cursive, using

correct spacing and formation of

letters.

SE: Publish, 45, 91, 183, 233, 283

TE: Publish, 139, 283, 569, 715

* Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English

conventions to the revising and editing stages of writing.

1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing as appropriate to sixth grade.

a. Identify concrete, abstract, and

collective nouns.

SE: Nouns, R10

17


b. Identify the principal parts of

verbs to form verb tenses.

SE: Grammar Handbook: Verbs, R13–R15

TE: Edit, 138, 279, 568, 714, 858

c. Identify linking, transitive, and

intransitive verbs.

SE: Grammar Handbook: Verbs, R13–R15

TE: Edit, 138, 279, 568, 714, 858

d. Identify nominative, objective,

and possessive pronouns correctly.

SE: Pronouns, R10–R12

TE: Pronouns, 81, 85, 92, 96, 117, 120, 171, 176, 181, 185, 195, 200, 204, 208

e. Correctly use pronoun reference,

and make pronouns agree with

their antecedents.

SE: Pronoun Forms, R11

TE: Subject Pronouns, 81, 85, 92, 96, 117, 120; Object Pronouns, 171, 176, 181, 185, 195, 200, 204, 208;

Possessive Pronouns, 221, 225, 229, 233

f. Correctly form and use the

positive, comparative, and

superlative forms of adjectives.

SE: Adjectives, R16

TE: Comparatives and Superlatives, 144m

g. Correctly form and use adverb

clauses.

SE: Clause, R21–R22

TE: How English Works, 747; Adverb Clauses, 773, 778, 785, 788

h. Identify and correctly use

appositives, restrictive (essential)

and nonrestrictive (nonessential)

clauses and phrases.

SE: Appositives and Appositive Phrases, R20

i. Identify direct objects, indirect

objects, objects of prepositions,

predicate nominatives and

predicate adjectives.

SE: The Sentence and Its Parts, R4

TE: Identifying the Direct Object, 149, 153, 158, 162

j. Use prepositional phrases to

elaborate written ideas.

SE: Preposition, R3, R4, R19–R20

TE: Prepositional Phrase, 399, 628, 632, 637; Deconstructing a Sentence, 498; Introduction to Phrases,

579, 592

k. Correctly use all conjunctions. SE: Conjunctions, R3

TE: Conjunctions, 285, 733

l. Correctly identify and use

interjections

SE: Interjection, R3

m. Distinguish commonly confused SE: Commonly Confused Words, R36–R37

18


words (e.g., there, their, they're;

two, to, too; accept, except; affect,

effect).

TE: Easily Confused Words, 129, 133, 137, 273, 277, 281, 285, 417, 421, 425, 429, 559, 563, 417, 421,

425, 429, 559, 563, 567, 571, 705, 709, 713, 717, 849, 853, 857, 861

n. Form regular and irregular plurals

correctly.

SE: Singular and Plural Nouns, R10

o. Make subjects and verbs agree. SE: Agreement with Antecedent, R11; Subject-Verb Agreement, R24

2. Sentence Structure - Demonstrate appropriate sentence structure in writing all forms of sentences (declarative, imperative, exclamatory and

interrogative).

a. Correct sentence run-ons and

fragments.

SE: Fragments and Run-On Sentences, R24

TE: Edit, 138, 279, 568, 714, 858

b. Correct dangling and misplaced

modifiers.

SE: Dangling and Misplaced Modifiers, R18

c. Differentiate between dependent,

independent, restrictive

(essential), and nonrestrictive

(nonessential) clauses.

SE: Clauses, R21–R22

TE: Deconstructing a Sentence, 498; Independent and Dependent Clauses, 725, 729, 733, 737

d. Write simple and compound

sentences.

SE: The Structure of Sentences, R22–R23

TE: Deconstructing a Sentence, 498; Compound Sentences, 144k

e. compose sentences with simple,

complete, and compound

predicate.

SE: The Structure of Sentences, R22–R23

TE: Compound Predicate, 144k

f. Indent paragraphs as needed for

specified format.

SE: Organization of paragraphs for writing, 137, 278, 567, 713, 857

3. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.

a. Apply the capitalization rules

appropriately in writing.

SE: Capitalization, R8–R9

TE: Edit, 138, 279, 568, 714, 858

b. Punctuate correctly in writing SE: Quick Reference: Punctuation, R5–R6

TE: Edit, 138, 279, 568, 714, 858

19


End punctuation

Commas to separate

words in a series, city

and state, quotation, and

sentence and to set off

nonrestrictive phrases

Quotation marks

Apostrophes in

contractions, possessives,

indefinite pronouns, and

quotations inside a

quotation

Conventions of letter

writing

c. Distinguish correct spelling of

commonly misspelled words and

homonyms.

SE: Vocabulary and Spelling, R28–R37

TE: Spelling, 45, 91, 183, 233, 283; Weekly Spelling, 6, 28, 56, 80, 104, 128, 148, 170, 194, 220, 244,

272, 292, 314, 336, 365, 388, 416, 436, 458, 484, 508, 533, 558, 578, 600, 627, 651, 679, 704, 724,

745, 772, 796, 821, 848

Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking. Deliver focused, coherent presentations that convey ideas and relate to the background and interests of the audience. Evaluate the content of oral communication.

Deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Use the same

Standard English conventions for oral speech that are used in writing. Participate independently and in groups to create oral presentations.

*Standard 1: Listening - The student will listen for information and for pleasure.

1. Identify the major ideas and

supporting evidence in

informative and persuasive

messages.

SE: Listening Toolbox: Active Listening, 15, 70, 219; Monitoring Listening, 125; Listening to an

Argument, 169

TE: Listening Toolbox, 38, 223, 386, 387, 525, 669

2. Determine the purpose for SE: Listening Toolbox, 15, 70, 125, 169, 219; Language Cam Video, 9, 53, 99, 147, 191, 241; Podcasts

20


listening (i.e., gaining information,

solving problems; or for enjoying,

appreciating, recalling,

interpreting, applying, analyzing,

evaluating, receiving directions, or

learning concepts).

(collaborative discussion), 20–21, 58–59, 104–105, 158–159, 206–207, 260–261

TE: Listening Toolbox, 38, 223, 386, 387, 525, 669; View and Compare and Contrast, 21, 163, 307, 451,

593, 747; Podcasts, 58–59, 182–183, 325–326, 486–487, 634–635, 794–795

3. Recognize and understand barriers

to effective listening (i.e., internal

and external distractions, personal

biases, and conflicting demands).

SE: Listening Toolbox: Active Listening, 15, 70, 219; Monitoring Listening, 125; Listening to an

Argument, 169; Speaking Toolbox: Active Listening, 259

TE: Listening Toolbox, 38, 223, 386, 387, 525, 669

4. Evaluate the spoken message in

terms of content, credibility, and

delivery.

SE: Informative Presentation, 136–139; Listening Toolbox: Active Listening, 15, 70, 219; Monitoring

Listening, 125; Listening to an Argument, 169; Speaking Toolbox: Active Listening, 259

TE: Informative Presentation, 414–415, 418–419, 422–423, 426–427, 430; Listening Toolbox, 38, 223,

386, 387, 525, 669

*Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.

1. Analyze purpose, audience, and

occasion and consider this

information in planning an

effective presentation or response.

SE: Informative Presentation, 136–139; Speaking Activity: Practicing for an Oral Presentation, 103;

Small Group Oral Report, 229; Speak Out! 15, 41, 57, 87, 119, 135, 157, 169, 179, 219, 259, 269,

279

TE: Informative Presentation, 414–415, 418–419, 422–423, 426–427, 430; Speaking Activity: Practicing

for an Oral Presentation, 321; Small Group Oral Report, 697; Speak Out! 15, 41, 57, 87, 119, 135,

157, 169, 179, 219, 259, 269, 279

2. Compose a presentation with a

well-organized introduction, body,

and conclusion that is appropriate

for different purposes, audiences,

and occasions.

SE: Informative Presentation, 136–139; Speaking Activity: Practicing for an Oral Presentation, 103;

Small Group Oral Report, 229; Speak Out! 15, 41, 57, 87, 119, 135, 157, 169, 179, 219, 259, 269,

279

TE: Informative Presentation, 414–415, 418–419, 422–423, 426–427, 430; Speaking Activity: Practicing

for an Oral Presentation, 321; Small Group Oral Report, 697; Speak Out! 15, 41, 57, 87, 119, 135,

157, 169, 179, 219, 259, 269, 279

3. Communicate using appropriate

delivery (volume, rate,

enunciation, and movement).

SE: Speaking Toolbox, 41, 87, 103, 135, 138, 179, 196, 259, 269; Informative Presentation, 136–139

TE: Speaking Toolbox, 121, 264, 321, 408, 418, 551, 608, 789, 820; Informative Presentation, 414–415,

418–419, 422–423, 426–427, 430

Visual Literacy: The student will interpret, evaluate, and compose visual messages.

21


*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators,

and news photographers, represent meaning.

1. Interpret a variety of messages

conveyed by visual images (e.g.,

main concept, details, themes,

lessons, or viewpoints).

SE: Graphic Novels and Biographies, 34–41, 78–87, 126–135, 170–179, 220–229, 270–279; Language

Cam Video, 9, 53, 99, 147, 191, 241

TE: View and Compare and Contrast, 21, 163, 307, 451, 593, 747; Visual Clues, 546, 573j, 691, 842,

863k

2. Identify film and television

features that characterize different

style of dress and genres (e.g.,

setting in a western or a drama).

SE: Language Cam Video, 9, 53, 99, 147, 191, 241

TE: View and Compare and Contrast, 21, 163, 307, 451, 593, 747

*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

1. Identify the different ways in

which people are stereotyped in

visual media and consider

alternative representations (e.g.,

clever people wear glasses, super

heroes wear capes, scientists wear

white coats).

SE: Language Cam Video, 9, 53, 99, 147, 191, 241

TE: View and Compare and Contrast, 21, 163, 307, 451, 593, 747

2. Identify basic elements of

advertising in visual media (e.g.,

sales approaches and techniques

aimed at children).

SE: For related material see: Performance Task: Argument, 180–183; Writing Activity: Argument, 169

TE: Performance Task: Argument, 556–557, 560–561, 564–565, 568–569, 572K

3. Evaluate how different media

forms influence and inform

viewers.

SE: Language Cam Video, 9, 53, 99, 147, 191, 241; Podcast, 20–21, 58–59, 104–105, 158–159, 206–

207, 260–261

TE: View and Compare and Contrast, 21, 163, 307, 451, 593, 747; Podcasts, 58–59, 182–183, 325–326,

486–487, 634–635, 794–795

4. Assess how language, medium,

and presentation contribute to the

message.

SE: Language Cam Video, 9, 53, 99, 147, 191, 241; Podcast, 20–21, 58–59, 104–105, 158–159, 206–

207, 260–261; Graphic Novels and Biographies, 34–41, 78–87, 126–135, 170–179, 220–229, 270–

279

TE: View and Compare and Contrast, 21, 163, 307, 451, 593, 747; Podcasts, 58–59, 182–183, 325–326,

486–487, 634–635, 794–795

22


*Standard 3: Compose Visual Messages - The

student will create a visual message that

effectively communicates an idea and produces

communication using technology or appropriate

media, such as developing a class newspaper,

multimedia reports, or video reports.

SE: Writing Activity: Writing Activity: Start a Blog, 8; Brainstorm Topics for Your Blog, 52; Helpful

Tips When Writing Blog Posts, 190; Share and Interact with Other Blogs, 240; Write On! Write a

Comment on a Blog, 52, 146, 190

TE: Writing Activity: Writing Activity: Start a Blog, 14; Brainstorm Topics for Your Blog, 156;

Helpful Tips When Writing Blog Posts, 586; Share and Interact with Other Blogs, 738; Write On!

Write a Comment on a Blog, 17, 159, 447, 589

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