TLCP Language Long Range Plans
Note: The following TLCP plan is based directly on the Ministry Expectations and
reflects our TLCP format with Big Ideas, Learning Outcome, and Success Criteria etc. In
addition, overall diagnostic data will be recorded on a separate document in a class
profile format.
Ref: http://www.edu.gov.on.ca/eng/document/policy/achievement/charts1to12.pdf
Oral Communication (Grade 6)
1. Listening to Understand
2. Speaking to Communicate
3. Reflecting on Oral Communication Skills and Strategies
________________________________________________________________________
1. Listening to Understand
Diagnostic Task
2013-14
A) Students will investigate and compare the physical properties of rocks
and minerals and present a point of view, and make recommendations
about the use and disposal of a product that uses rocks and minerals e.g.
Paper). (ref: OERB > point of view with a link to Physical Geography)
Resource ID : ELO1382180
B) Students will listen to “The Wizard of Oz” audio book; listen to a
reading by the teacher (“Eleven”) and work on Characterization. We
will then move onto Media Literacy and review moves with specific
themes to determine why they are continuously popular today; one of
them being the 75 year old “The Wizard of Oz’.
Big Idea
Expectation(s)
How do the lyrics and images in songs and videos influence our point of view?
Learning Goal
Modification and
Achievement
“We are learning to…”
Accommodations (IEP, ELL
Chart
etc)
Category
Making
Students will explain the point of
Inferences/Interpreting view in the song or video through
Texts, Extending
lyrics or images.
Understanding, Point
of View
*Song could be from their
own language if ELL.
*Preview of lyrics (words and
phrases) if ELL,
*Select song with repetition
for low reading levels if IEP
*Oral Assessment for ELL
*provide some examples for
the student to refer to
Knowledge
Communication
Active Listening
Strategies,
Comprehension
Strategies
Demonstrating
Understanding,
Analyzing Texts
Making
Inferences/Interpreting
Texts, Presentation
Strategies
Students will collect, organize
and summarize information using
a template or software (Smart
Ideas or Template) (Video >
Nor’Westers Media Library
090272)
Teacher Notes:
 First Nation Peoples and
European , 6z2 & 6z21
Social Studies: First
Nation Peoples an
European Explorers >
Application – express their
personal viewpoints, based
on historical evidence e.g.
watch the video
Nor’Westers and do an
Internet search, collect
information and present
the results on the Hudson’s
bay Company or North
West Company Trading
Post.
 Why is this one of the
most important eras and
organizations in Canadian
History?
Students will Think/Pair/Share
(Think Literacy page 152): in
Math, solve a word problem
together to better understand the
task;
Teacher Notes:
 compare their own
responses to the problem
first and explain what their
partner wrote that makes
the math solution effective
and easy to follow
*Use of simple graphic
organizers on paper or online
if ELL
*Scaffolding of topic to
subtopic on graphic organizer
if ELL or IEP
*Preview of vocabulary used
in History connection if ELL
*provide some examples for
the student to refer to
Thinking
*Preview math vocabulary if
ELL or IEP
*provide some examples for
the student to refer to
Understanding
Thinking
Students will watch a video and
answer the following questions;
complete Effective Presentation
Skills Template (Think Literacy
page 196)
*Oral Assessment if ELL or
IEP
Thinking
Teacher Notes:
 What messages did you get
from the speaker’s tone of
voice/body language/facial
expressions?
 How does paying attention
to a speaker’s body
language help you interpret
what is being said?
 What type of presentation
strategies did you see and
were they effective?
 Etc.
Culminating Task:
 Resource: Discovering Literature Unit 5
 Topic: Expressive (Descriptive) Writing: Describing Your Favourite Music/Video
 Task: In this assignment, you are going to choose a favourite musical/video selection and put
your ideas about that music into words.
Success Criteria
“I will do well if I am able to…”
I will describe an oral presentation for its purpose (formal or informal)
I will identify implicit clues and explicit details from the oral presentation
I will apply my active listening strategies (eye contact, summarizing details, and asking appropriate questions)
I will use before, during and after listening techniques such as self questioning, visualization and note taking
I will demonstrate my understanding of the oral text by summarizing, and citing important details and making
judgments about what I heard
I will identify the speakers tone, facial expressions and body language
I will extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information to
my own knowledge, experiences
2. Speaking to Communicate
2013-14
Students will be involved in a simple four corners activity pertaining to a relevant topic such
as “should students be allowed to wear hats in class”.
How does the format of presenting arguments affect our opinions?
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations (IEP, ELL
Chart
Diagnostic
Task
Big Idea
Interactive
Strategies
Clarity and
Coherence,
Appropriate
Language,
Vocal Skills
and Strategies,
Non-Verbal
Cues and
Visual Aids
Students will explain why;
acknowledge different point of
views; recognize that there are levels
of formalities when speaking etc.
Teacher Notes:
 Four Corners (four
designated areas to select in
the room): Interactive
Strategies > Propose different
questions/topic and place
Agree/Strongly Agree/
Disagree/ Strongly Disagree
posted in the four corners of
the room. Students select one
according to statements and a
spokes person for each group
will explain why
Students will use the Website
http://www.discovery.com/ select a
topic from the Discovery News
homepage and present an argument
in favour of one point of view on an
issue, with an opening statement,
sequence of points with supporting
evidence, and summary/ conclusion.
Teacher Notes:
 (Students will be encouraged
to use Smart Boards, Slide
Shows, Website, and Charts
etc. to present.)
etc)
*present in own language and
then translate for class (ELL)
*preview vocabulary used if IEP
and ELL
*select topic from prior
knowledge
*Encourage the use cues cards for
ELL and IEP students
Category
Communication
Thinking
*preview vocabulary used if IEP
and ELL
*listening software for text on
website
*Encourage the use cues cards for
ELL and IEP students
*provide some examples for the
student to refer to
Knowledge and
Understanding
Communication
Culminating Task:
 Resource: Discovering Literature Unit 10
 Topic: Persuasive Writing: Preparing a Review to present to the class.
 Task: In this lesson, you will watch a movie or play and observe the performers, the plot, the
setting, the dialogue, the costumes, the music, and any special effects. Then you will write a
persuasive review to help your peers decide whether or not to see that movie or play.
Success Criteria
“I will do well if I am able to…”
I will use the correct form (speech, letter, short story, newspaper editorial etc.) to communicate a message to my
audience
I will understand appropriate speaking behaviours for a variety of situations in small or large groups such as level
for formality and select the ones that will compliment my topic
I will communicate clearly with an opening statement, sequence of points with supporting evidence, and
summary/conclusion
I will incorporate a wide variety of words (descriptive) and literary terms (simile, personification etc.) in my
presentation
I will use a range of vocal effects, including tone, pace, pitch, and volume in my presentation
I will use facial expression, gestures, and eye contact, in my oral presentation
I will use a variety of appropriate visual aids, (e.g., video images, maps, posters, charts, costumes) to support or
enhance my oral
presentation
3. Reflecting on Oral Communication Skills and Strategies
2013-14
Students will reflect and complete a worksheet on different learning styles (verbal, visual or
tactile) to determine what may work best for them.
How do different teaching and learning styles affect our knowledge and understanding
of school curriculum?
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations (IEP, ELL
Chart
etc)
Category
Metacognition Students will work on improving
*Review Metacognition terms and Thinking
oral communication skills and
connect them to their own
Communication
language in order for them to
discuss strategies to follow
discussion (Think Literacy Page 178 complete a true reflection of
-9); understanding information
themselves
presented by taking effective notes
(Think Literacy page 197 including
posters).
Teacher Notes:
 Compare and use formal and
informal speaking when
appropriate. Create
Worksheet with examples or
have students collect
examples from their
experiences and record on an
electronic text format.
Interconnection Students will make connections with *Select one graphic organizer that Thinking
Skills
how they collect and organization
ELL or IEP students are
data and how it transfers to their
comfortable with and continue to
audience.
use it until they are ready to move
Diagnostic
Task
Big Idea
Teacher Notes:
 Teacher prompts students
with ‘How can your
collection and organization of
data help you to present it to
an audience? Discuss jot
notes, graphic organizers,
databases etc.
onto to another one.
*provide some examples for the
student to refer to
Culminating Task:
 Resource: OERB (Reflection on Learning) > OLC4O: Unit 6 - Entire Unit: Culminating Unit >
Resource ID : ELO1383990
 Topic: Learning Journal (September – June)
 Task: they will write a self-reflection assessing their growth in reading and writing skills
throughout the year in a Learning Journal. Optional: Students will select examples of “best
works” from their portfolios to comprise a Literacy Portfolio.
Success Criteria
“I will do well if I am able to…”
I will identify what strategies help you to remember what is being presented to you
I will identify what strategies I use to be involved in a conversation with several peers to make sure I understand
the conversation that is taking place
I will identify, by talking with my teachers and peers, how my skills as viewers, representers, readers, and
writers help me improve my oral communication skills
I will identify the strategies I used to help me organize my ideas for writing
Reading (Grade 6)
4.
5.
6.
7.
Reading for Meaning
Understanding Form and Style
Reading for Fluency
Reflecting on Reading Skills and Strategies
1. Reading for Meaning
Diagnostic Task
2013-14
Students will complete a reading task with questions, some questions ask the reader to
peruse the passage for particular details, and most questions involve the use of deductive
Big Idea
Expectation(s)
reasoning, conclusion making, logical inference, sequential analysis, tonal awareness,
and an understanding of scope. ref:
http://www.englishforeveryone.org/Topics/Reading%20Comprehension.htm
How do our skills in understanding what we read help us to relate to global issues in the news
today?
Learning Goal
Modification and Achievement
“We are learning to…”
Accommodations Chart
(IEP, ELL etc) I Category
am able to…”
Students will draw meaning from text – through explicit
details and implicit clues and connect prior knowledge and
experiences to the text in order to make good guesses about
what is happening, may have happened or will happen in
the future.
Teacher Notes:
 Use the Suggested Prompts for a Text-Feature
Search worksheet (pg 10 in Think Literacy) and the
students will examine a variety of texts.
 Text Features Search (Think Literacy Language
Gr. 7-10 Pg 10): Variety of Texts, Purpose > For
example: Literacy Text (Poetry), Graphic Texts
(Charts and Tables) and Informational Texts (Smart
Computing Articles and Web Quests)
 Additional Learning> Determine which type of text
would be effective to find specific information on a
topic
Students will use reading strategies to make decisions
Using Context to
Find Meaning:
while navigating through online text (iPad)
Comprehension
Teacher Notes:
Strategies, Making
 Using Context to Find Meaning (Electricity pg 36Inferences/Interpreting
39) and Edison Software/Websites/Geography
and Demonstrating
Examples (Understanding new terminology)
Understanding
 Inferences (Think Literacy pg 40-43) and
Important/Not Important Information (Think
Literacy pg 50-54)
 Using First Nation Peoples and European
Explores, 6z1 & 6z4 Social Studies passages find
the pertinent information needed (Think Literacy
pg 46-47) For example, write point form a
comparison of the Inuit and modern day travelers to
the arctic and read to the class
 An Article will be examined for style, format, how
information is presented etc. (Article is in Using
Context to Find Meaning Folder)
Extending
Students will use the worksheet on page 72 and 73 from
Variety of Texts,
Purpose
*Preview of
vocabulary prior
to reading text
*Text is at
reading level
Thinking
*Preview of
Thinking
vocabulary prior
Application
to reading text
*Text is at
reading level
*Teacher prompts
*iPads for reading
text
*Teacher prompts
Communication
Understanding,
Responding to and
Evaluating Texts
Point of View
Analyzing Texts
Think Literacy to read and respond to a particular text
before drawing a conclusion.
Teacher Notes:
 I Read/I Think/Therefore (sample response Think
Literacy pg 72 and > Using the worksheet on page
72 and 73 students are encouraged to use the
graphic organizer to read and respond to a
particular text before drawing a conclusion.
(Incorporate Social Studies topics.) .) Video >
Origins: a history of Canada - Programs 1 &
2043023,VH
 Describe the characteristics of pre-contact First
Nation cultures across Canada 6Z1 Social
Studies Expectation (What is their relationship
with the natural environment?) (See PDF
documents created from this website in I Read I
Think Therefore First Nations Folder.)
 Show video of Historical Explorers >Explorers
I043144,VH
 Select 1 Explorer and research in detail their impact
on the First Nations and European Peoples 6z3
(natural environment.) Compare this explorer to an
individual today who has influenced our
environment through exploring new lands.
 Extending Understanding: Now that you have
researched both cultures, describe positive and
negative effects of the early contact between First
Nation peoples and European explorers. Suggest
ways in which both sides could have made this
transition become less disruptive for both sides.
6z2 Social Studies Expectation
Students will increase their understanding by reviewing
what they have read, reflecting on what they have learned,
and asking questions about the significance.
Teacher Notes:
 Making Judgments and Reacting to Both Sides
(Think Literacy pg 74-77)
 Analyze examples of interaction between First
nation peoples and European explores to identify
and report on the effects of cooperation and the
reasons for disagreements between the two groups
Students will analyze increasingly complex texts and
explain how the different element in them contribute to
meaning
Teacher Notes:
*Vocabulary
preview
*iPads for reading
text
*Teacher prompts
*Vocabulary
preview
*provide some
examples for the
student to refer to
Knowledge and
Understanding
Thinking
*Begin this task
at students
reading level
*provide some
Thinking
 Clues for Finding Answers in the Text (Think
examples for the
Literacy pg 78):
student to refer to
 Characters; characters, setting and plot
 Persuasive argument
http://webquest.sdsu.edu/processguides/persuasive.
html
 Role of the summing-up paragraph in highlighting
the most compelling points in the argument
 Provide sample essays to review and look for key
elements and how they contribute to the meaning or
theme.
Culminating Task:
Resource: Discovering Literature Text Unit 8
Topic: Short Stories
Task: Students will be given several short stories and will complete Guided Reading Questions and Imagine,
Investigate and Inquiry Questions to promote higher level thinking skills using the Depth of Knowledge Rubric
Success Criteria
“I will do well if I am able to…”
I will provide evidence for your answers.
I will use and identify explicit details and implicit clues in your answers.
I will connect to prior knowledge. (Why do we do this? To help you to better understand the events in the story or
ones that may occur.)
I will use the details in the plot, setting, characters etc. to make some predictions and inferences.
I will demonstrate clearly that I understand what the questions were asking me in my answers provided.
I will analyze the story by taking it apart, such as the plot, setting and characterization of the characters.
I will synthesize the story by pulling all your ideas and thoughts about the story together and making concluding
statements. Such as, why the two children in the story attend a funeral for the purpose of eating well. You may
conclude that Mr. Francher’s character did not change in that he provided food to Hannah when he was alive and
during his passing he still provided food at his funeral.
Websites for Extending Understanding, Responding to and Evaluating Texts
 http://www.civilisations.ca/vmnf/premieres_nations/en/index.html
 (http://www.civilisations.ca/vmnf/explor/explcd_e.html) and
http://www.mariner.org/educationalad/ageofex/biographies.php
 Examples of 21st Century Explorers: http://www.explorationpodcast.com/
http://ksnn.larc.nasa.gov/21Century/index2.html
http://www.kn.att.com/wired/21stcent/
2. Understanding Form and Style
2013-14
Students will read Canada Revisited Text to discuss as a class the form (text, website etc.) and
Diagnostic
style (informative, persuasive etc.) of the text and complete a student friendly legend for the
Task
reading the text. This will be shared in small groups.
Big Idea
How does the form, font, colour, images etc. affect how we obtain meaning from what
we read in our daily lives?
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations (IEP, ELL
Chart
etc)
Category
Text Forms
Students will study graphic texts for
*match the new vocabulary with Knowledge and
meaning and purpose
their own language
Understanding
Teachers Notes:
*review new learned vocabulary Thinking
from history connection
Analyze Advertisements, Drawings,
Logos, etc: >
*provide some examples for the
student to refer to
 An advertisement (e.g., how
colour and layout are used to
emphasize the appeal and
importance of the product)
 Analyze Olympic products and
logos
 First Nation Peoples and
European Explorers 6z12
Social Studies (analyze
Champlain’s drawings for
effectiveness and meaning to
help better understand the
European Explores) etc.

Text Patterns, Students will use the EdFiles CD
*match the new vocabulary with Thinking
Text Features compare various maps and analyze
their own language
and Canada’s their differences and similarities, and
*provide some examples for the
features that help the reader.
student to refer to
Links to the
World (Maps, Organization is determined by Ideas
(Think Literacy page 14, & 18 -19)
Globe, and
Graphic
Teacher Notes:
 Reading Maps (How are they
Skills) 6z43
organized to help the reader.):
Social Studies
Map Websites:
 http://www.calgary-citymaps.com/
E.g., Different maps for different
purposes.
Geographical maps such as













Elements of
Style
Canada maps
world maps
university campus maps
online maps such as
Mapquest, Yahoo Maps and
Map Blast (MSN)
entertainment and fun
maps
bicycle maps
air photo maps
Geographic Information
System GIS maps
Global Positioning System
GPS maps
weather maps and
forecasts
topographic maps
ecological and vegetation
maps
lunar and other scientific
maps
Students will draw a cartoon about
school or your favorite sport that
includes a hyperbole (You might draw
and exaggerate a humorous situation
that you saw or were a part of the
action.). Put the hyperbole in a
different color so that it is obvious to
your teacher.
Teacher Notes:
 Hyperbole and complex
Sentences to combine
Information: > How does this
help communicate meaning?
(Think Literacy page 26-28)
 Hyperbole is a figure of speech
which is an exaggeration.
Persons often use expressions
such as "I nearly died
laughing," "I was hopping
mad," and "I tried a thousand
times." Such statements are not
literally true, but people make
them to sound impressive or to
emphasize something, such as a
feeling, effort, or reaction
*match the new vocabulary with Communication
their own language
Application
*create cartoon in their own
language first then in English
*provide some examples for the
student to refer to
Culminating Task:
Resource: OERB > Resource ID : ELO1130990
Topic: Reading Informational Texts
Task: Students will focus on the issue of factual accuracy or the "reliability of facts" in news reports. They will,
hopefully, come to the realization that critical literacy is important when assessing the "truth" of news reports.
In this unit, students are introduced to the news report. They will apply pre- reading, during and after-reading
strategies to this example of informational texts. Students will appreciate the fact that writing news reports
requires a different style of writing from what is used when writing a story. When they compare this text form
to the graphic texts in Unit 1 or the narrative texts in Unit 2, they will see the difference. Not only are they
different in form or structure, but also in the style of writing.
Success Criteria
“I will do well if I am able to…”
I will analyze different types of text forms (Narrative with short stories, Informative with articles, Electronic Text
with email/broadcasts) to explain how their particular characteristics help to provide the correct message
I will describe text patterns, for example how the information is organized in various text such as a news report or
a map
I will identify text features in various texts and my writing such as heading/subheadings, drop down menus on a
website etc.
I will identify various elements of style – including voice, word choice, and the use of hyperbole (obvious and
intentional exaggeration), strong verbs, dialogue, and complex sentences(use of conjunctions) – and explain how
they help communicate meaning
Websites for Text Forms>









http://www.virtualmuseum.ca/English/index_flashFT.html
http://www.cbc.ca/news/background/champlainanniversary/timeline.html
http://www.cbc.ca/news/background/champlainanniversary/tadoussac.html
http://www.cbc.ca/news/background/champlainanniversary/tadoussac.html
http://www.histori.ca/champlain/index.do;jsessionid=8272E80BB1F8C3E492140
6A37DF6DB6E.tomcat1
http://www.civilization.ca/vmnf/explor/champ_e1.html
http://www.collectionscanada.ca/explorers/h24-1410-e.html
http://www.histori.ca/champlain/search.do?config=htdig-cpen&restrict=histori.ca%2Fchamplain%2F&words=drawing
http://eworkshop.on.ca/edu/pdf/Mod37_textforms_genres.pdf
3. Reading with Fluency
Diagnostic
Task
Big Idea
2013-14
Students will read a text during DRA collection of data.
How does reading with correct pauses and using the punctuation assist us to get our
message across?
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations (IEP, ELL
Chart
etc)
Category
Reading
*
use
a
similar
graphic
Students will create word Anchor
Communication
Familiar Words Charts (Definition Links): > Post
organizer from previous tasks
terminology used regularly in discussion
and later use a thesaurus to improve
communication language. (Think
Literacy page 33)
Reading
*match the new vocabulary
Students will present Unfamiliar
Knowledge and
Unfamiliar
Words using semantic (meaning),
with their own language
Understanding
Words
syntactic (language structure) and
Communication
Reading
graphophonic cues (phonological and
fluently
graphic) each pair of students will select
and present a detailed evaluation of the
word.
Culminating Task:
Resource: Internet Access with computer or iPad
Topic: (New Anchor/Radio Announcement)
Task: Students will read a radio drama ‘War of the Worlds’ or a News Cast to match the form and purpose.
(CBC CHCH etc.)
Success Criteria
“I will do well if I am able to…”
I will read various texts and use strategies (make predictions, visualize, prior knowledge, chunk the work etc.) to
understand the words, phrases or statement written
I will use prefixes, suffixes, base words, phrases, sentences to help me understand what I am reading, which will
help my reading fluency as my predictions and educated guesses get better.
I will read appropriate texts (radio, short story) with the needed expression to help my audience better understand
the meaning of my text.
4. Reflecting on Reading Skills and Strategies
Diagnostic
Task
Big Idea
2013-14
Students will use the DRA reflection on reading strategies.
How does self reflection lead to personal growth?
Learning Goal
Modification and
Expectation(s)
“We are learning to…”
Accommodations
(IEP, ELL etc)
Metacognition, Students will complete a reflection sheet generating by
*Open discussion
Interconnected the teacher
with the teacher
Skills
Teacher Notes:
prior to the
 What writing activities helped you to read other
student
unknown texts?
attempting the
 http://www.bibliomania.com/0/0/frameset.html
individual task
(Review the fiction books and explain the
*provide some
techniques used to give a quick introduction to the examples for the
book.)
student to refer to
 http://www.bibliomania.com/0/0/frameset.html
(Review an interview and explain the techniques
used to in the interview and how the writing
structure helps the reader to understand and follow
the conversation.) Create on of your own.
 http://www.bibliomania.com/0/0/frameset.html
(Review poetry and explain the techniques used to
and how the writing structure helps the reader to
understand and follow the poems ideas.)
Achievement
Chart
Category
Knowledge
and
Understanding
Thinking
Culminating Task:
Resource: OERB > Resource ID : ELO1383770 and Resource ID : ELO1299400
Topic: Reading Skills Reflection
Task: In this unit, students will examine and enhance their reading skills. They will read a variety of different
texts - informational, graphic and narrative - and have opportunities to expand existing reading strategies skills
sets
Success Criteria
“I will do well if I am able to…”
I will use a readers notebook to record my strategies that helped me read with great fluency before, during and
after
I will be able to explain the skills I use in listening, speaking, and writing that help me make sense of what I read
Writing (Grade 6)
1. Developing and Organizing Content
2. Using Knowledge of Form and Style in Writing
3. Applying Knowledge of Language Conventions and Presenting Written
Work Effectively
4. Reflecting on Writing Skills and Strategies
1. Developing and Organizing Content
Diagnostic
Task
2013-14
Students will complete the OWA or an alternative task such as using a Multimedia Research
Planner
Or
Writing: Developing and Organizing via Reading Welcome to Canada text from Discover
Canada
Learning Goal: Students will sort and classify information into a summary format using an
anchor chart. They will also review their text to determine whether the ideas and information
they have gathered are relevant, appropriate, and adequate for the purpose of a summary.
Big Idea
Helping bring global issues to the surface through creative presentations, with well
developed ideas.
Learning
Students will organize researched content on a global issue and develop their own content
Goal
with opinions and ideas via higher level critical thinking activities.
Specific
 Students will understand that writing has a Purpose and Audience
Expectations
 Students will work on Developing Ideas their own ideas, and Research a specific topic
 Students will be Classifying Ideas and Organizing Ideas from pieces of text and will
then transfer their knowledge of the six traits of writing into a piece of writing of their
own
 Students review their work with anchor charts for word choice, conventions and
sentence fluency
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations
Chart
(IEP, ELL etc)
Category
Purpose and
Students will develop and generate ideas about a
*provide some
Knowledge
Audience,
potential topic to produce a persuasive essay >
examples for the
and
Developing
students will be encouraged to identify the steps
student to refer to
Understanding
Ideas, and
required to gather information using appropriate
Thinking
Research
copyright and referencing procedures.
Communicatio
Teacher Notes:
 Researching and Writing a Persuasive Essay
(note: see activity in Reading (Reading for
Meaning) and Persuasive argument Lesson:
 Persuasive argument
http://webquest.sdsu.edu/processguides/persuas
ive.html
 Ten Steps to Writing a Research Paper
http://library.ust.hk/serv/skills/libskill.html
 Seven Steps Research Process
http://www.library.cornell.edu/olinuris/ref/rese
arch/skill1.htm
 OWA Grade 6 ‘Uniforms in School”
Classifying
Ideas and
Organizing
Ideas
Organizing
Review
Students will use ‘Smart Ideas’ software to compare
Canada’s economic, political, social and physical inks
with the United States
Teachers Notes:
 Organizing and Classifying Canada Links to
the World (6z24 Social Studies Expectation):
 Extended Understanding: Using the
information you have gathered above write a
short report on Canada’s influence on other
regions of the world. You may select one area
to focus on such as, political. (Think Literacy
page 144-46 ‘Writing a Report’)
 Students are reading articles on global issues
finding the relevant information and then
creating an idea of their own to develop
Students will be Classifying Ideas and Organizing
Ideas from pieces of text and will then transfer their
knowledge of the six traits of writing into a piece of
writing of their own
 Students will be using templates and
worksheets from the six traits of writing in a
scaffolding format
Students will organize information using the four
themes of geographic inquiry
o Location/Place
o Environment
o Region
o Interaction and Movement
Students will organize and explain information with a
partner to critically review.
Teacher Notes:
 Determining if Information is Relevant,
n
Application
*provide some
examples for the
student to refer to
Thinking
Communicatio
n
Communication
*provide some
examples for the
student to refer to
Thinking
Appropriate and Adequate
Culminating Task:
Resource: Canada Revisited/Internet and Geologic Journey (Canada’s Links to the World (6z26 Social
Studies Expectation)
Topic: Global Issues
Task: Students will select a current global issue and explain the relevance to Canada using Form (6e54 write
longer and more complex texts etc.)
 Wind Energy
 Fuel Supply and Distribution
 World Population
 Literacy - Illiteracy
 Climate Change
 World Hunger
 Importing and Exporting
 Global Issues Organization http://www.globalissues.org/
 Global Issues http://www.geni.org/globalenergy/issues/global/index.shtml
Students will generate and develop original ideas based on the data they have collected from the Themes of
Geographic Inquiry
Success Criteria
“I will do well if I am able to…”
I will be able to identify my purpose for writing a specific topic and who my audience will be, for example a
persuasive letter asking the school principal to look at a specific issue from a new point of view
I will generate ideas that best fit my topic
I will gather evidence from various sources and cite them to support my ideas
I will use a graphic organizer to sort and classify me information before a write and I will hand it in with my final
product
I will identify and organize important ideas effectively to support my message
I will review my final product with a parent/teacher/peer to make sure what I have gathered is relevant to my
topic
2. Using Knowledge of Form and Style in Writing
2013-14
Diagnostic
Students will compare and contrast two websites related to an author of your choosing. By observing
ways that the sites are alike and different, you can learn more about your topic and, at the
same time, begin to think about which sites are useful and which are not. Is this the right form
to use to share information?
Big Idea
How do visual cues help us understand the world around us?
OR
How do visual cues such as font, colour, images etc. and the form (website, newspaper
help us understand the world around us?
Learning Goal Students will explain a natural disaster and select a style (narrative, descriptive,
informative and persuasive) and form (website, article etc.) that best informs their
audience.
Expectations:
Task




Expectation(s)
Developing
and Organizing
Content and
Canada’s Links
to the World
Voice, Word
Choice and
Sentence
Fluency
Point of View,
Preparing for
Revision,
Revision and
Students will work on Developing and Organizing Content (avenue is Natural Disaster) and Canada’s
Links to the World (Social Studies Link) using different writing styles such as informative or
descriptive
We will work on students getting their true thoughts across with the right Voice (flair and tone), and
encourage the use of descriptive Word Choice.
Sentence Fluency will also be a focus as to keep the audiences attention and to help with the flow of
information
Students will also have a focus on Point of View (first or third person), Preparing for Revision (what
am I looking for?) Revision (punctuation and grammar)
Learning Goal
“We are learning to…”
Students will select a current global
issue and explain the relevance to
Canada using Style (narrative,
descriptive, informative and
persuasive (6e54 write longer and
more complex texts etc.)
Students will compare Actors
Facial Expressions to Punctuation
by reviewing a scene from silent
films and stills and then uses their
knowledge of ‘Word Choice’ 6e56 to
write the dialogue for scene.
Teacher’s Notes:
 Extended Understanding:
After viewing and writing the
dialogue for the above silent
film write a short synopsis of
the scene using complex
sentences (phrases, clauses
etc.)
Students will use Word Processing
Computer Technology to make
revisions to improve work based on a
set of expectations. For example
Modification and
Accommodations (IEP, ELL
etc)
*provide some examples for the
student to refer to
Achievement
Chart
Category
Knowledge and
Understanding
Thinking
Communication
*provide some examples for the
student to refer to
Communication
*provide some examples for the
student to refer to
Communication
Producing
Drafts
Elements of
Style from
Understanding
Form and Style
organization or appropriate use of
conventions
Students will draw a cartoon about
school or your favorite sport that
includes a hyperbole (You might
draw and exaggerate a humorous
situation that you saw or were a part
of the action.). Put the hyperbole in a
different color so that it is obvious to
your teacher.
Teacher Notes:
 Hyperbole and complex
Sentences to combine
Information: > How does
this help communicate
meaning? (Think Literacy
page 26-28)
*provide some examples for the
student to refer to
Application
Hyperbole is a figure of speech
which is an exaggeration. Persons
often use expressions such as "I
nearly died laughing," "I was
hopping mad," and "I tried a
thousand times." Such statements are
not literally true, but people make
them to sound impressive or to
emphasize something, such as a
feeling, effort, or reaction
Culminating Task:
Resource: Discovering Literature Unit 11
Topic: Writing a Research Paper on a Natural Phenomenon
Task: One way to present clear information to others is by writing an informative research paper.
Before you write the paper, you must first research information from a variety of reliable sources.
Then you present the information in a clear (word choice and sentence/paragraph fluency) and logical
way (organization) for your readers. What form will you use?
Success Criteria
“I will do well if I am able to…”
I will collect data, and organize my ideas to inform my audience about a topic. Style will be an Informative Essay
I will proofread and revise my writing to make sure I have used some literary terms (simile, alliteration etc.).,
word choice is creative and I have varied my style of sentences.
I will incorporate graphics to make sure the audience will understand my information.
I will edit my writing to make sure all my conventions, grammar and spelling is correct.
I will reflect on my writing to look for areas of improvement (word choice, paragraph writing etc.) that I need to
improve on and identify my strengths so I can transfer them to other subject areas.
I will make sure my voice (how I talk) will reflect the topic (sensitive = serious or comedy = lighter tone)
Teacher Notes: http://resources.mhs.vic.edu.au/creating/Future/pages/stylewrite.htm
3. Applying Knowledge of Language Conventions and Presenting Written Work
Effectively
Diagnostic
Task
Big Idea
Learning
Goal
Expectations
2013-14
Students will be involved in a online Jeopardy game involving classroom discussions on Language
Conventions. We will also apply the skills of the Six Traits of Writing with a focus on Presentation
(verbal and visual).
Why are the correct language conventions important to help us get our message out to the
world?
Students will use their knowledge of language conventions to write and review various pieces of text. They
will include new vocabulary, correct punctuation and grammar. Students will also review and use effective
presentation skills, while incorporating multiple Medias to produce pieces of published work.
Writing:
Applying Knowledge of Language Conventions and Presenting Written Work
Effectively

Spelling Unfamiliar Words > creative word choice and use of Dictionary and Thesaurus and
Word structures, Word Meanings
 Spelling Familiar Words > creative word choice and use of Dictionary and Thesaurus
 Vocabulary > creative word choice and use of Dictionary and Thesaurus
 Punctuation >? ! . , ; and use them in their written work
 Grammar > conjunctions, pronouns
 Proofreading > use of edit checklist
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations
Chart
(IEP, ELL etc)
Category
Spelling
Students after the Read Aloud in Guided Reading will
*provide some
Communication
Familiar
synthesize while summarizing each segment in writing and
examples for the
Words
adding their own ideas. They will also review the new words student to refer to
located in the text segments. (note: they are located at the
bottom of the page and the definition is given.
Teacher Notes:
 Shared- guided and independent reading text while
using/Spelling familiar words correctly
Spelling
Unfamiliar
Words
Students will understand the following > Sound-symbol
relationships, Word structures, Word Meanings,
Generalizations about spelling
Teacher Notes:
*provide some
examples for the
student to refer to
Communication
 http://eps.schoolspecialty.com/downloads/povs/smegawords2.pdf
Vocabulary
Students will Use a thematic, homograph, print and
*provide some
homonym dictionary > Use a thesaurus to explore alternative examples for the
word choices
student to refer to
Teacher Notes:
 http://students.resa.net/stoutcomputerclass/2la.htm
Punctuation
Students will > See Silent Films Section (Compare Actors
Facial Expressions to Punctuation) in Using Knowledge of
Form and Style in Writing
Students will >
 Object Pronouns (I, me)
 Indefinite pronouns (someone, nobody)
 Conjunctions
 Subordinate clauses
 Adverb phrases
 Past, present and future verb tenses
 http://students.resa.net/stoutcomputerclass/2la.htm
Grammar
Proofreading
Publishing and
producing
Finished
Works
Students will use an editing check list and use consistent
symbols that indicate errors
Students will use effective presentation skills, incorporating
multiple Medias and produce pieces of published work to
meet identified criteria (e.g., adequacy of information and
effectiveness of organization).
Communication
*provide some
Communication
examples for the
student to refer to
*connect to words Communication
in their own
language
*provide some
examples for the
student to refer to
Communication
Application
Knowledge and
Understanding
Thinking
Communication
Culminating Task:
Resource: http://www.slideshare.net/bsherry/otf-connects-digital-storytelling
Topic: Digital Storytelling on the The Future of Mobile
Task: Students will apply their knowledge of Language Convections and Unfamiliar Words to visually present to the
class the future of mobile using an online software.
Success Criteria
“I will do well if I am able to…”
I will review my vocabulary so ensure that the words I have used a spelt correctly
I will spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships,
word structures, word meanings, and generalizations about spelling
I will confirm spellings and word meanings or word choice using a variety of resources such as print and online
dictionaries, thesaurus, data on multiple meanings of words etc.
I will use punctuation appropriately to communicate my intended meaning in longer and more complex
sentences, with a focus on the use of: commas to separate words in a list or after an introductory word or phrase;
quotation marks in dialogue; and some uses of the colon, semi-colon, and brackets
I will use parts of speech correctly to communicate my meaning clearly, with a focus on the use of: personal
subject and object pronouns (e.g., I, me) indefinite pronouns (is a pronoun that refers to one or more unspecified
beings, objects, or places.)
I will proofread and correct their writing using guidelines developed with peers and the teacher (e.g., an editing
checklist specific to the writing task)
I will use a range of appropriate elements of effective presentation in my finished product, including print, script,
different fonts, graphics, and layout
I will produce pieces of published work to meet identified criteria based on the expectations (e.g., adequacy of
information and ideas, logic and effectiveness of organization, effective use of form and stylistic elements,
appropriate use of conventions, effective presentation
4. Reflecting on Writing Skills and Strategies
2013-14
Diagnostic
Task
Big Idea
Students will
How will reflecting on my strengths and weaknesses of a learner help to set the next
goals?
Learning Goal
Modification and
Achievement
Expectation(s)
“We are learning to…”
Accommodations
Chart
(IEP, ELL etc)
Category
Summarize
Student will select a piece of writing from their
Thinking
your Writing portfolio to analyze using the skill of summarizes.
Style
Metacognition
and
Interconnected
skills
Metacognition Students will use the technique of creating and
Communication
using statements to encourage creative writing
within the classroom community
Teacher Notes:
Writing Prompts: > Students.


http://www.theteacherscorner.net/dailywriting-prompts/september/index.htm
Using Microsoft Publisher or Word
students will create several writingprompts geared to many grade levels to
share with peers and primary and junior
schools.
Portfolio
Students will select pieces of writing and using
the skills learned in researching writing techniques
they will edit, reflect and develop the piece
further.
Application
Culminating Task:
Resource: Discovering Literature Unit 3
Topic: Describing a Disaster
Task: In this assignment, you will be writing a narrative essay about your experiences during or
observations of a disaster then they will reflect on their writing.
Success Criteria
“I will do well if I am able to…”
I will use various sources to generate a balanced selection of ideas
I will describe how my skills in listening, speaking, reading, viewing, and representing help in their development
as writers, for example In what way do you think that the reading you do helps you as a writer? Can you give an
example?”
I will select pieces of writing that I think reflect my growth and competence as a writer and explain the reasons
for my choice
Websites for Summarize your Writing Style Metacognition and Interconnected skills >





http://www.readwritethink.org/materials/lit-elements/
http://grammar.ccc.commnet.edu/grammar/
http://en.wikipedia.org/wiki/List_of_writing_techniques
http://www.idrc.ca/IMAGES/books/WFC_English/WFC_English/sitemap.html
http://www.gooddocuments.com/techniques/techniqueshome.htm
______________________________________________________________________
Notes: Cross Curricular Language Lessons for the four writing styles
 Persuasive Writing is applied in Oral Communicating > Communication >
Discovering Literature Unit 5
 Descriptive (Expressive) Writing is applied in Oral Communication > Listening
> Discovering Literature Unit 10
 Informative Writing is applied in Writing > Using Knowledge of Form and
Style in Writing > Discovering Literature Unit 8
 Narrative Writing is applied in Writing Using Knowledge of Form and Style in
Writing > topic Natural Disasters ( Social Studies: Canada’s Link to the World)
 Figurative Language: Resource ID : ELO1033360
 Resume and Cover Letter: Resource ID : ELO1171980
Note: Media Literacy will be integrated into the Language Program above and the
History and Geography unit (see attachment).
 Understanding Media Texts: purpose and audience, making inferences,
responding to and evaluating texts, audience response , point of view and
production perspective
 Understanding media forms, convections and techniques: form and convections
and techniques
 Creating Media Forms: purpose audience and form, producing media texts
 Reflecting on media literacy skills and Strategies: Metacognition, interconnected
skills
Created by Linda Coburn
2012-13