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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 5 |
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Genre: Characteristics/Unique/Purposes
The learner will be able to
recognize and examine characteristics of a variety of genres as forms with unique characteristics and purposes.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10.3 |
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Drama: Readings/Recitations/Performances
The learner will be able to
plan and present dramatic readings, recitations, and performances that show appropriate consideration of audience and purpose.
| Strand |
Scope |
Source |
| Drama |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 18 |
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Drama: Theme/Structure/Elements
The learner will be able to
recognize, analyze, and use knowledge of themes, structure, and elements of drama and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Drama |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 17 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 13 |
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Poetry: Sound/Respond
The learner will be able to
respond to sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Introduce |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15 |
|
Classic Literature: Devices/Common
The learner will be able to
recognize common structures in classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.8 |
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Classic Literature: Elements/Stylistic
The learner will be able to
recognize common stylistic elements in classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.8 |
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Classic Literature: Compare/Cultures
The learner will be able to
compare classic literature with literature from other cultures.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16.7 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
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Characteristics: Knowledge/Use
The learner will be able to
use his/her knowledge of the characteristics for a variety of different texts.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 10 |
|
Drama: Structural Elements/Identify
The learner will be able to
recognize and analyze structural elements unique to dramatic literature in plays read, viewed, written, and performed.
| Strand |
Scope |
Source |
| Drama |
Master |
MA: Curriculum Framework, 2001, Grade 6, 17.3 |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 6, 16 |
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Analyze: Figurative Language
The learner will be able to
analyze the use of figurative language within a given poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Analyze: Theme
The learner will be able to
analyze the theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Analyze Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Elements: Knowledge/Apply
The learner will be able to
apply knowledge of poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Figurative Language/Respond
The learner will be able to
respond to figurative language in a poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Graphical Features/Analyze
The learner will be able to
analyze the graphical features in poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Graphical Features/Respond
The learner will be able to
respond to graphical features in poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Sound/Analyze Effect
The learner will be able to
analyze the effects of sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14.3 |
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Poetry: Structure/Analyze
The learner will be able to
analyze structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Structure/Apply
The learner will be able to
apply knowledge of structural elements of poems.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Theme/Apply
The learner will be able to
apply knowledge of theme in a poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
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Oral/Written/Visual Text: Evaluating
The learner will be able to
apply given criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.
| Strand |
Scope |
Source |
| Oral/Written/Visual Text: Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 6, 25.3 |
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Expression: Standard English/Grammar
The learner will be able to
examine the role of Standard English grammar and usage and identify how its vocabulary has developed and been influenced by other languages.
| Strand |
Scope |
Source |
| Language Expression |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5 |
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Verb Tense: Appropriate
The learner will be able to
identify appropriate verb tense.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.11 |
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Sentence Structure: Word/Placement
The learner will be able to
recognize that a word performs different functions depending on its placement in a sentence.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.12 |
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Sentence Structure: Simple/Recognize
The learner will be able to
recognize simple sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.13 |
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Sentence Structure: Recognize
The learner will be able to
recognize correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.14 |
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Sentence Structure: Length/Reduce
The learner will be able to
reduce sentence length.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.10 |
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Expand Sentence
The learner will be able to
expand upon sentences.
| Strand |
Scope |
Source |
| Sentence Structure/Expand Sentences |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.10 |
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Verb: Phrases/Identify
The learner will be able to
identify verb phrases.
| Strand |
Scope |
Source |
| Verb |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.11 |
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Conventions: Dialogue/Recognize
The learner will be able to
recognize the conventions of dialogue.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
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Parts of Speech: Identify/Sentence
The learner will be able to
identify parts of speech in a sentence.
| Strand |
Scope |
Source |
| Parts of Speech |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.9 |
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Compound/Complex: Recognize
The learner will be able to
recognize compound sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Compound/Complex |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.13 |
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Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22 |
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Formal/Informal: Analyze/Role/Formal
The learner will be able to
analyze the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Analyze/Role/Informal
The learner will be able to
analyze the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
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Patterns: Spoken/Written/Differences
The learner will be able to
recognize differences in spoken and written language patterns.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6.6 |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
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Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 5.14 |
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Mechanics: Use Correct
The learner will be able to
write using correct mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
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Media: Conventions/Elements/Techniques
The learner will be able to
recognize, analyze, and use knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emergent technologies, and produce evidence from the works to support his or her understanding.
| Strand |
Scope |
Source |
| Media |
Master |
MA: Curriculum Framework, 2001, Grade 6, 26 |
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Media Production: Plan/Create/Idea
The learner will be able to
plan and create media productions with a controlling idea, detail, and consideration of audience, purpose, and medium.
| Strand |
Scope |
Source |
| Media Production |
Master |
MA: Curriculum Framework, 2001, Grade 6, 27 |
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Create: Images/Text/Music/Sound Effects
The learner will be able to
create a media production with images, text, music, sound effects, or graphics.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
MA: Curriculum Framework, 2001, Grade 6, 27.3 |
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Strategies: Connect/Contemporary
The learner will be able to
strengthen his or her understanding of literary or non-literary works by connecting it to its contemporary or historical context.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 9 |
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Emergent Reading: Nature/Comprehend
The learner will be able to
comprehend the nature of written English.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
MA: Curriculum Framework, 2001, Grade 6, 7 |
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Letter: Relationship/Letter/Sound/Oral
The learner will be able to
comprehend the relationship of letters and spelling patterns to the sounds of oral language.
| Strand |
Scope |
Source |
| Emergent Reading: Letter |
Master |
MA: Curriculum Framework, 2001, Grade 6, 7 |
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Summarize: Logical Order
The learner will be able to
summarize the text in logical order.
| Strand |
Scope |
Source |
| Summary |
Master |
MA: Curriculum Framework, 2001, Grade 6, 23.7 |
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Detail: Sensory/Analyze
The learner will be able to
analyze sensory details.
| Strand |
Scope |
Source |
| Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Figurative Language: Descriptive
The learner will be able to
identify descriptive language in a variety of literature.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
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Figurative Language: Identify
The learner will be able to
identify figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19, 15.3 |
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Strategies: Features/Identify
The learner will be able to
identify text features.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.13 |
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Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.13 |
|
Organization: Structure/Identify
The learner will be able to
identify organizational structure.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.21, 13.15 |
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Purposes: Answer Questions
The learner will be able to
read to locate information necessary to answer a question.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
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Setting: Information/Relate
The learner will be able to
relate a literary work to information about its setting.
| Strand |
Scope |
Source |
| Setting |
Master |
MA: Curriculum Framework, 2001, Grade 6, 9.4 |
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Imagery: Sensory Imagery/Recognize
The learner will be able to
recognize sensory imagery.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
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Imagery: Identify
The learner will be able to
identify imagery in reading selections.
| Strand |
Scope |
Source |
| Imagery |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
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Conflict: Identify
The learner will be able to
identify conflict in a reading passage.
| Strand |
Scope |
Source |
| Conflict |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Analyze: Reading Selections
The learner will be able to
analyze character in reading selections.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
|
Analyze: Conflict
The learner will be able to
analyze character conflicts.
| Strand |
Scope |
Source |
| Character: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
|
Fact: Reading Material/Identify
The learner will be able to
identify basic facts in what he/she has read.
| Strand |
Scope |
Source |
| Fact |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8 |
|
Analyze: Plot Development/Reading
The learner will be able to
analyze plot development in a reading selection.
| Strand |
Scope |
Source |
| Plot: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Analyze: Reading Materials
The learner will be able to
analyze setting in reading materials.
| Strand |
Scope |
Source |
| Setting: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12.3 |
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Structure: Recognize/Analyze/Apply
The learner will be able to
recognize, analyze, and apply his/her knowledge of the structure and elements in fictional material and support his/her answers with evidence from the text.
| Strand |
Scope |
Source |
| Structure |
Master |
MA: Curriculum Framework, 2001, Grade 6, 12 |
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Analyze: Support
The learner will be able to
analyze themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
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Analyzing: Value/Informational
The learner will be able to
analyze text for informational value.
| Strand |
Scope |
Source |
| Analyzing |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
|
Compare/Contrast: Narrative/Film/Play
The learner will be able to
compare and contrast a narrative text with its film or play versions.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
MA: Curriculum Framework, 2001, Grade 6, 17.4 |
|
Describe: Details/Analyze
The learner will be able to
analyze descriptive details in a reading passage.
| Strand |
Scope |
Source |
| Description |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
|
Details: Main Idea/Support
The learner will be able to
identify details which support a main idea in a given reading selection.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Details: Supportive/Analyze
The learner will be able to
analyze supportive details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Dialogue: Analyze
The learner will be able to
analyze dialogue in reading materials.
| Strand |
Scope |
Source |
| Dialogue |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.20 |
|
Evaluating: Value/Informational
The learner will be able to
evaluate text for informational value.
| Strand |
Scope |
Source |
| Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 6, 24 |
|
Figurative Language: Analyze
The learner will be able to
analyze the use of figurative language in reading materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.19 |
|
Interpretation: Facts/Main Ideas/Apply
The learner will be able to
apply facts and main ideas as the basis for interpretation.
| Strand |
Scope |
Source |
| Interpretation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8 |
|
Main Idea: Analyze
The learner will be able to
analyze literary selections for a main idea.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 13.17 |
|
Main Idea: Examine
The learner will be able to
examine main ideas in reading materials.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8, 8.22, 13.17 |
|
Rhythm: Identify
The learner will be able to
identify rhythm in written material.
| Strand |
Scope |
Source |
| Literary Device: Rhythm |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
|
Rhythm: Language/Flow/Identify
The learner will be able to
identify the flow of language in reading materials.
| Strand |
Scope |
Source |
| Literary Device: Rhythm |
Master |
MA: Curriculum Framework, 2001, Grade 6, 15.3 |
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 4 |
|
Support: Elements/Poem
The learner will be able to
use examples from the text to support his/her understanding of the elements of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Support: Ideas/Analyze
The learner will be able to
analyze supporting ideas.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Support: Identify/Variety
The learner will be able to
identify supporting ideas in a variety of texts.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 8.22, 13.17 |
|
Support: Structure/Poem
The learner will be able to
use examples from the text to support his/her understanding of structure in a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Support: Theme/Poem
The learner will be able to
use examples from the text to support his/her understanding of the theme of a poem.
| Strand |
Scope |
Source |
| Support |
Master |
MA: Curriculum Framework, 2001, Grade 6, 14 |
|
Theme: Apply/Support From Text
The learner will be able to
apply themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
|
Theme: Identify/Support From Text
The learner will be able to
identify themes as they occur in literature and give supporting evidence from the text.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11 |
|
Theme: Main Idea/Implied/Refer
The learner will be able to
apply an understanding of theme as it refers to the implied main idea in a reading selection.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11.3 |
|
Theme: Main Idea/Refer
The learner will be able to
apply an understanding of theme as it refers to the main idea in a reading selection.
| Strand |
Scope |
Source |
| Themes |
Master |
MA: Curriculum Framework, 2001, Grade 6, 11.3 |
|
Spelling: Write/Correct
The learner will be able to
write using correct spelling.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Framework, 2001, Grade 6, 22.7 |
|
Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6 |
|
Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 6, 2 |
|
Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3 |
|
General: Formal
The learner will be able to
create formal oral presentations for various purposes.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 6, 3.8 |
|
Formal/Informal: Role-Play/Use
The learner will be able to
use role-playing to demonstrate appropriate use of formal and informal language.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 6, 6.4 |
|
Discussion: Informal/Large Group
The learner will be able to
follow guidelines for informal discussions in large groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
Discussion: Informal/Small Group
The learner will be able to
follow guidelines for informal discussions in small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 6, 1 |
|
|
