English Language Arts 6

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Curriculum English Language Arts Grade 6 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Language and text
text
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
can be a source of creativity and joy.
Exploring stories
stories
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
and other texts
texts
 Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
helps us understand ourselves and make connections to others and to the world.
Exploring and sharing multiple perspectives extends our thinking.
Developing our understanding of how language works allows us to use it purposefully.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Learning Standards

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Curricular Competencies

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Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:
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Comprehend and connect (reading, listening, viewing)

Access information and ideas for diverse purposes
diverse purposes
may include to inquire, to explore, to inform, to interpret, to explain, to take a position, to propose a solution, to entertain 
and from a variety of sources
variety of sources
includes digital sources; students need to develop the language and tools to successfully navigate digital media (e.g., be familiar with terms and concepts such as browser, cookie, browsing history, hyperlinked text, thread, URL, posting etiquette, privacy) 
and evaluate their relevance
relevance
Students should be prompted to ask: Does it meet the purpose? Is it current? Does it add new information? 
, accuracy
accuracy
Students should be prompted to distinguish fact from opinion and to consider the source of the information. 
, and reliability
reliability
Students should be prompted to consider the credibility of the source 
Apply appropriate strategies to comprehend written, oral, and visual texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
, guide inquiry
inquiry
asking creative and critical questions supported and inspired by texts 
, and extend thinking
extend thinking
may include questioning and speculating, acquiring new ideas, analyzing and evaluating ideas, developing explanations, considering alternative points of view, summarizing, synthesizing, problem solving 
Synthesize ideas from a variety of sources to build understanding
Recognize and appreciate how different features, forms, and genres of texts
different features, forms, and genres of texts
vary depending on the purpose and audience of the text; students should be encouraged to consider the role of elements used in various texts (e.g., illustration in graphic novels, advertisements on websites, use of music, paragraph length, pause and pace in spoken word, use of colour) 
reflect various purposes, audiences, and messages
Think critically, creatively, and reflectively
Think critically, creatively, and reflectively
questioning, interpreting, comparing, and contrasting a range of texts (e.g., narrative, poetry, visual texts); useful strategies for students include “exit slips,” “one star, one wish,” and quick activities to identify thinking 
to explore ideas within, between, and beyond texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives
personal, social, and cultural contexts, values, and perspectives
Students should be prompted to consider the influence of family, friends, activities, religion, gender, and place on texts, and the relationship between text and context. 
in texts
texts
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
Recognize how language constructs personal, social, and cultural identity
how language constructs personal, social, and cultural identity
Our sense of individuality and belonging is a product of, for example, the language we use; oral tradition, story, and recorded history; cultural aspects; and formal and informal language use. Students should be prompted to consider the impact of language in their lives. 
Construct meaningful personal connections between self, text
text
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
, and world
Respond to text
text
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
in personal, creative, and critical ways
personal, creative, and critical ways
Students should be prompted to analyze their personal connection to text, explain their responses (rational and emotional), and consider texts from different points of view. 
Understand how literary elements, techniques, and devices
literary elements, techniques, and devices
may include characterization, mood, foreshadowing, conflict, protagonist/antagonist, theme, imagery, sound devices 
enhance and shape meaning
Recognize an increasing range of text
text
Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
  • Oral texts include speeches, poems, plays, and oral stories.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
structures and how they contribute to meaning
Recognize and appreciate the role of story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. 
, narrative, and oral tradition
oral tradition
the means by which culture is transmitted over generations other than through written records
  • Among First Peoples, oral tradition may consist of told stories, songs, and other types of distilled wisdom or information, often complemented by dance or various forms of visual representation, such as carvings or masks.
  • In addition to expressing spiritual and emotional truth (e.g., by symbol and metaphor), it provides a record of literal truth (e.g., about events and situations).
  • The oral tradition was once integrated into every facet of life of First Peoples and was the basis of the education system.
 
in expressing First Peoples perspectives, values, beliefs, and points of view
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Create and communicate (writing, speaking, representing)

Exchange ideas and viewpoints to build shared understanding and extend thinking
Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts
literary and informational texts
may include opinion pieces; poetry; short stories; narrative; slams; spoken word; storyboards and comic strips; masks; multimedia and multimodal forms. 
for a variety of purposes and audiences
audiences
students at this level expand their understanding of the range of audiences to include peers and authorities, and use formal and informal language according to audience 
Assess and refine texts
refine texts
using techniques such as using verbs effectively, using repetition and substitution for effect, adding modifiers, varying sentence types, using precise diction 
to improve their clarity, effectiveness, and impact according to purpose, audience
audience
students at this level expand their understanding of the range of audiences to include peers and authorities, and use formal and informal language according to audience 
, and message
Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation
Use and experiment with oral storytelling processes
oral storytelling processes
creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text, using non-verbal communication expressively to clarify the meaning, attending to stage presence, differentiating the storyteller’s natural voice from the characters’ voices, presenting the story efficiently, keeping the listener’s interest throughout 
Select and use appropriate features, forms, and genres according to audience, purpose, and message
Transform ideas and information to create original texts

Content

Students are expected to know the following:
Story/text
  • forms
    forms
    such as narrative, exposition, report 
    , functions
    functions
    purposes of text 
    , and genres
    genres
    literary or thematic categories such as fantasy, humour, adventure, biography 
    of text
    text
    Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:
    • Oral texts include speeches, poems, plays, and oral stories.
    • Written texts include novels, articles, and short stories.
    • Visual texts include posters, photographs, and other images.
    • Digital texts include electronic forms of all the above.
    • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
     
  • text features
    text features
    how text and visuals are displayed 
  • literary elements
    literary elements
    narrative structures, characterization, and setting 
  • literary devices
    literary devices
    sensory detail (e.g., imagery, sound devices), and figurative language (e.g., metaphor, simile) 
  • techniques of persuasion
    techniques of persuasion
    the use of emotional and logical appeals to persuade 
Strategies and processes
  • reading strategies
    reading strategies
    using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences 
  • oral language strategies
    oral language strategies
    focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns 
  • metacognitive strategies
    metacognitive strategies
    talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop one’s awareness of self as a reader and as a writer 
  • writing processes
    writing processes
    may include revising, editing, considering audience 
Language features, structures, and conventions
  • features of oral language
    features of oral language
    including tone, volume, inflection, pace, gestures 
  • paragraphing
    paragraphing
    developing paragraphs that are characterized by unity, development, and coherence 
  • language varieties
    language varieties
    regional dialects and varieties of English, standard Canadian English versus American English, formal versus informal registers, and situational varieties (e.g., texting versus essay writing) 
  • sentence structure and grammar
    sentence structure and grammar
    varied sentence structure, pronoun use, subject-verb agreement, use of transitional words, awareness of run-on sentences and sentence fragments 
  • conventions
    conventions
    common practices in all standard punctuation use, in capitalization, and in Canadian spelling 
  • presentation techniques
    presentation techniques
    Any presentation (in written, oral, or digital form) should reflect an appropriate choice of medium for the purpose and audience, and demonstrate thought and care in organization. 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.