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6th Grade

 

2017 - 2018

Homewood Middle School Learning Targets

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6th Grade Learning Targets

  

Writing  

    1.        Use the writing process to plan, organize and compose both formal and informal documents in the narrative, expository, and argumentative modes. 

a)    I can produce coherent writing with focused development, organization, and style appropriate to task, purpose, and audience. 

b)    I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

c)     I can write routinely over extended time frames for a range of tasks, purposes, and audiences.  

d)    I can use technology to produce and publish writing and to interact and collaborate with others. 

e)    I can produce writing that establishes and maintains a formal style. 

f)     I can use a variety of appropriate transitions (words, phrases, and clauses) to clarify the relationships among ideas and concepts, sequence, or signal shifts from one time frame or setting to another. 

g)    I can use precise language and domain-specific vocabulary to inform about or explain the topic.

  

Arguments

 

a)      I can write arguments that support claims using clear reasoning and meaningful evidence. 

b)      I can introduce claim(s) and organize the reasons and evidence clearly 

c)       I can support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

d)      I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 

e)      I can provide a concluding statement or section that follows from the argument presented.

  

Informational/Explanatory 

a)     I can write informative/explanatory texts to examine and express complex ideas and information 

b)    I can introduce a topic and organize ideas, concepts, and information 

c)     I can use strategies such as definition, classification, comparison/contrast, and cause/effect 

d)    I can conclude formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension 

e)    I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples 

f)     I can provide a concluding statement or section that follows from the information or explanation presented

  

Narrative  

a)    I can write narratives to develop real or imagined experiences or events using well-chosen details and well-structured plot 

b)    I can engage and orient the reader by establishing a context and introducing a narrator and/or characters 

c)     I can organize an event sequence that unfolds naturally and logically 

d)    I can use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters 

e)    I can provide a conclusion that follows from the narrated experiences or events

  

    2.        Use the research process to support a thesis on a literary or non-literary topic. 

a)    I can conduct research projects based on focused questions, demonstrating understanding of the subject under investigation. 

b)    I can gather relevant information from multiple print and digital sources. 

c)     I can assess the credibility and accuracy of sources. 

d)    I can integrate information while avoiding plagiarism. 

e)    I can draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Language

    3.        Demonstrate command of the conventions of Standard English grammar, capitalization, punctuation, and spelling in writing and/or speaking. 

f)     I can use subjective, objective, possessive, and intensive pronouns correctly. 

g)    I can correctly use pronouns in number and person. 

h)    I can identify antecedents and recognize the connection between the pronoun and its antecedents. 

i)      I can use commas to set apart nonessential information. 

j)     I can vary sentence patterns for meaning, interest, and style in different contexts. 

k)    I can demonstrate consistency in style and tone.

  

Reading Comprehension and Application 

    4.        Apply reading strategies to materials for comprehension, main idea, tone, propaganda, and argument. 

f)       I can make logical inferences based on what the text says explicitly. 

g)      I can cite textual evidence to support conclusions drawn from the text. 

h)      I can identify the main idea of text. 

i)        I can summarize supporting details and ideas.

j)       I can determine the theme of a text. 

k)      I can read and comprehend complex literary and informational texts independently and proficiently. 

l)        I can identify an argument and specific claims in a text and media formats, as well as, distinguish between claims that are supported by evidence and by those that are not supported. 

m)     I can evaluate the reasoning, validity, and relevance of evidence supporting an argument.

  

    5.        Identify and interpret author style and structures of texts used in world literature, informational texts, and media. 

a)      I can interpret words and phrases as they are used in a text. 

b)      I can determine literal, connotative, and figurative meaning of words and phrases used in a text. 

c)       I can analyze how specific word choices change meaning and tone. 

d)      I can analyze how specific sentences, paragraphs, and larger portions of text (e.g. section, chapters, scenes, or stanzas) relate to each other.

 

    6.        Analyze genre, tone, and plot, literary devices and elements and author’s point of view and purpose in short stories, drama, poetry, informational texts and media. 

a)      I can identify and begin to analyze elements of plot including setting, characterization, exposition, rising action, climax, falling action, conflict, and resolution.   

b)      I can describe and begin to analyze how and why individuals, events, and ideas develop and change within a text as the plot progresses. 

c)       I can explain and begin to analyze how point of view shapes the content and style of a text. 

d)      I can identify the purpose of a text and analyze how all story components interact to shape the content and style of the text. 

e)      I can use various media formats to compare and contrast the presentation of literature, both seen and heard. 

f)       I can differentiate among odes, ballads, epic poetry, and science fiction. (AL only)

  

    7.        Acknowledge different perspectives and make contemporary connections to world literature, informational documents, and media. 

a)      I can analyze how two or more texts address similar themes and topics. 

b)      I can compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) with their approaches to similar themes and topics. 

Speaking and Listening 

    8.        Present information in a clear, concise, and logical manner appropriate for the task, audience, and purpose. 

a)    I can prepare for and engage in conversations on a broad range of topics. 

b)    I can participate in collaborative discussions with diverse partners. 

c)     I can build on others’ ideas by expressing my own ideas clearly and persuasively. 

d)    I can integrate and evaluate information presented in diverse media and formats. 

e)    I can evaluate a speaker’s point of view, reasoning, and use of evidence. 

f)     I can use digital media and visual displays to express information and enhance understanding of presentations. 

g)    I can adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English.

  

Vocabulary

 

    9.        Determine the meaning of unknown and/or multiple-meaning words, and phrases in grade-level texts. 

a)    I can use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase and the relationship between words. 

b)    I can consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation, meaning, part of speech, etymology, or to determine or clarify the word. 

c)     Use Greek or Latin prefixes and roots as clues to the meaning of a word. 

d)    I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  

  10.        Expand vocabulary to increase reading comprehension and strengthen communication. 

a)    I can demonstrate understanding of word relationships (e.g., stingy, scrimping, economical, unwasteful, thrifty) and nuances in word meanings. 

b)    I can explain figurative language such as figures of speech in context. 

c)     I can gather and accurately use a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level (e.g. hyperbole, quadrilateral, hypothesis, anarchy, Bloom’s Taxonomy).


Location: 450 Dale Ave. Homewood, AL 35209

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