SS6G7 The student will discuss environmental issues in Canada.
a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.
ELA6W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose,
genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA6W3 The student uses research and technology to support writing. The student
a. Uses organizational features of electronic text (e.g., bulletin boards, databases,
keyword searches, e-mail addresses) to locate relevant information.
b. Includes researched information in different types of products (e.g., compositions,
multimedia presentations, graphic organizers, projects, etc.).
c. Cites references.
ELA6LSV2 The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages using
rubrics as assessment tools.
When responding to visual and oral texts and media (e.g., television, radio,
film productions, and electronic media), the student:
a. Identifies persuasive and propaganda techniques used in media and identifies
false and misleading information.
b. Identifies the tone, mood, and emotion conveyed in the oral communication.
When delivering or responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various purposes.
b. Shows appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals).
c. Uses language for dramatic effect.
d. Uses rubrics as assessment tools.
e. Uses electronic media for presentations.
