Grade 6 Language
In Grade 6 Language, our students will use their life experiences and knowledge from the foundational skills acquired in their primary school years to complete creative, descriptive, and persuasive writing assignments and compelling presentations. They will engage in meaningful interactions with texts and will explore complex topics through personal reflection. Multiple perspectives will be identified by exploring regional cultures and through the study of media literacy. This course is designed to be 200-300 instructional hours.
Curriculum Information: Language (2006)
Developed by: D2L
Development Date: 2021
Please note that elementary courses do not have prerequisites, and Ontario schools do not issue transcript credits at the elementary level. All courses are available in the facilitated and independent pathways.
In the Scripts unit, students will learn to identify the purpose of listening in a variety of situations, including plays. They will also learn how to describe different elements, draw conclusions from, and make inferences about a script. They will learn about who produces media and why they create them. Finally, students will learn how to identify the point of view of a script and work towards writing their own script.
Non-Fiction Novel Study
In the Non-Fiction Novel Study unit, students will learn how to identify different text features, make text-to-text, text-to-self, and text-to-world connections. Additionally, they will learn how to recognize patterns in a variety of written texts and identify the main ideas and details in oral texts as well. Finally, students will learn to identify the topic, purpose, and audience of book reviews.
In the Graphic Texts unit, students learn to explain the purpose, audience, and main idea of graphic texts and explain why different audiences have different responses to graphic texts. They will learn to identify point of view using evidence from the text and determine whether the point of view in the graphic text is being used to achieve a goal. In addition, they will conduct research to find reliable information to support their ideas, and review that information to ensure that it is relevant and appropriate for the purpose. Finally, students will learn skills to develop an effective brochure that displays their research findings.
In the Poetry unit, students learn to explain how vivid and figurative language is used in poetry to increase interest. They will also use adverbs to make their writing more effective and clear, identify different elements of style in poems, and explain how these elements communicate meaning. In addition, they will learn to identify different text features of poetry and explain their value to the reader. Finally, students will write free form poetry using vivid and figurative language, and revise their writing to make improvements.
In the Procedural Texts unit, students will learn how to identify purposes for reading procedural texts, and understand the importance of logically ordering their ideas. They will use active listening strategies to show good listening behaviour, and reflect on the listening and speaking strategies they use to identify ways to improve. They will identify the best text forms for communicating instructions and justify their choices. Finally, students will learn to identify their strengths and skills as a viewer, presenter, reader, and writer related to oral communication.
In the Historical Fiction unit, students will learn to analyze texts and explain how elements can help them to understand the meaning. They will learn to recognize text patterns in texts, and explain their value to the reader. They will also come up with an interpretation of the text using stated and implied ideas. They will learn to identify the point of a view in their writing, and make sure their view is balanced. To complete his unit, students will also be required to produce their own polished historical fiction text.
In the Presenting Texts unit, students will identify who produces media and why they create them. They will learn how to understand characteristics of articles and explain how they communicate meaning. They will express opinions about media texts using evidence from the text. They will also learn to identify various oral presentation strategies, analyze the way an oral text is presented, and explain their effect on different audiences. Finally, students will learn to draw inferences and meaning from news broadcasts.
In the Persuasive Writing unit, students will learn to recognize patterns in persuasive texts and explain their value to the reader. They will learn to sort and classify ideas from different perspectives. In addition, they will learn how to use appropriate wording and inclusive language when they speak. Finally, students will learn how their skills will help them as a writer.
This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:
- A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work
- A device to record audio
- A printer
- A physical binder, folder, or notebook for offline activities
- A dictionary
- Various household items to complete offline activities
- Headphones, novels, paper, pencil, non-fiction texts, short stories, poems, colouring tools, media texts, thesaurus
By weaving together the four strands of language (oral communication, reading, writing, and media literacy) throughout each unit and course, students develop a strong understanding of the English language. Through the interconnected skills of reading, writing, speaking, listening, viewing, and representing, they will analyse a mixture of literary texts and informational texts, and learn to create and analyse their own versions of these as their knowledge of the writing process increases. A strong emphasis is placed on building mastery of the basics through phonics, word recognition, building vocabulary, spelling, grammar, and punctuation. Students are also constantly encouraged to think critically about what they are reading, leading to improved research skills and better understanding of internet safety. Students are engaged in the content using bespoke storylines, videos, graphics, audio clips, and interactives which are assessed in a variety of online, offline, and blended ways. Every page in the Language courses builds a foundation of literary skills and strategies that students will use throughout the elementary grades.
The course relies on the assistance of a learning coach who supports young students as they move through the content. The learning coach will be involved in facilitating technical aspects of the course and in participating in discussion-based activities to assist students in developing communication skills.
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