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6th Grade Language Arts 2010-2011 School Year

EACH SECTION IN ITALICS MUST BE COMPLETED ACCORDING TO THE INDIVIDUAL TEACHER’S PREFERENCES. TEACHERS SHOULD REMOVE THESE DIRECTIONS (IN ALL CAPS WRITING) BEFORE DISTRIBUTION OF COMPLETED SYLLABUS TO STUDENTS. Charlie Smart, csmart@stlucie.k12.fl.us COMPLETED BY INDIVIDUAL TEACHER Phone: (772) 987-6543 Fax: (772) 123-4567 Class Texts: Elements of Literature Introductory Course (Holt, Reinhart, and Winston) Writer’s Choice Grade 6 (Glencoe McGraw-Hill) Novels (*Choose two from the suggested novel list below or others you have available to teach the concepts): Bud, Not Buddy by Christopher Paul Curtis The Cay by Theodore Taylor Hatchet by Gary Paulsen Tuck Everlasting by Natalie Babbitt Daniel’s Story by Carol Matas Number the Stars by Louis Lowry Course Description: Reading, writing, speaking, listening, and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in complexity of materials and tasks and in the students’ independence in the application of skills and strategies.

Learning tasks and materials accommodate the individual needs of students.

Technology is available for students to develop competencies in the language arts. Course Content: The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content should include, but not be limited to, the following:

Using the reading process to construct meaning from a wide range of literary, informational, and technical texts

Using the writing process to communicate information and ideas

Using listening, viewing, and speaking strategies

Understanding the power of language and using language in authentic contexts

Understanding the common features of a variety of literary forms

Responding critically to visual, oral, and written texts. The daily reading and writing requirements for 6th Grade Language Arts are as follows:

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Daily Writing Opportunities 1. Essay Writing

Participate in multiple FCAT Writes simulations(in class and school-wide)

Practice the writing process through various examples of expository and persuasive writing

2. Journal Writing

Respond to a given prompt/situation or free, personal writing in an informal collection

3. Response to Literature

Create formal and/or informal written responses related to a piece of fiction or nonfiction

Daily Reading Opportunities 1. Fiction and Non-Fiction analysis

Practice and enhance reading comprehension through reading, discussing, and responding to various forms of text

2. Quarterly Class Novel

Read and examine a selected novel through, independent reading, teacher read aloud, and/or literature circles

Construct responses relating to the novel through discussions and various written activities

3. Independent Reading

Practice and enhance reading comprehension through personal selection of a variety of texts

Create personal analysis of selected texts 4. Writing Critique

Build awareness of the writing process through reading and evaluating sample pieces of writing

*NOTE: As we read selected novels in the classroom this year, you may choose to purchase your own, personal copy. Please take note of the novels listed for the year to make your purchases in advance if you choose to do so.

Materials: COMPLETED BY INDIVIDUAL TEACHERS

2 inch binder

Dividers (Labeled: class notes, writing, grammar, vocabulary, graded papers)

marbled composition book

notebook paper

Post-it notes

pens (blue, black, green)

pencils

highlighters

pencil pack

dictionary

thesaurus

Vocabulary 1. Word Wall interaction

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Participate in building and maintaining personal and class word wall

Demonstrate accurate word usage in daily writing and word mapping activities

Grammar Usage 1. Grammar mini lessons

Develop knowledge of correct usage of grammar in mini lessons infused with writing opportunities

Demonstrate accurate grammar usage in daily writing

Assignments: COMPLETED BY INDIVIDUAL TEACHER

Homework is due at the beginning of class.

All homework and classwork is to be submitted on time and will otherwise result in a deduction of 5 points for each day the assignment is late.

When absent, it is the student’s responsibility to request and make up all missed assignments.

All submitted work should be headed appropriately: Name Date Period

Grading Plan: COMPLETED BY INDIVIDUAL TEACHER

Tests (30% of grade)

Writing Assignments (25% of grade)

Homework/Classwork (20% of grade)

Active Learning/Participation (5% of grade) Classroom Plan: COMPLETED BY INDIVIDUAL TEACHER

Be prompt *There is much for us to do in a short period. Let’s make the most of our time together.

Be prepared *My job is to be ready to teach. Your job is to be ready to learn.

Be respectful *It is NEVER okay to be rude, to ridicule, or to disrespect anyone in anyway.

Be productive *Be an active learner and just do your best. I am here to help you…just ask.

Dress code will be enforced.

Please act appropriately. Do not act in a manner that will warrant a parent phone call, removal from class, or a referral.

Failure to meet class expectations and inappropriate behavior will follow a “3 Strikes” policy:

Strike 1: Warning Strike 2: Seat Moved Strike 3: Lunch Detention and/or Administrative referral

*Serious misconduct will result in immediate Administrative referral. Academic Honesty Policy:

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Violation of “Academic Honesty Policy” includes willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or test. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void.

COMPLETED BY INDIVIDUAL TEACHERS Everyone has the capability to choose his or her own actions.

With each choice follows a reward or a consequence. MAKE EVERY CHOICE A REWARDING ONE!

Course Topics 6th Grade: 1st Quarter

1. Response in writing (on-going) Obtain a writing sample as a baseline assessment (district-wide prompt) Understand student response to a given prompt

Code of Conduct

Dress Code

Policy and Procedures

Journal writing-reading response logs Readings: Student Code of Conduct and The Student Handbook

2. Uncover background knowledge of language arts and purpose for writing (initial assessment) Highlight components of the language arts

Poetry

Fiction

Non-fiction

Drama Primary Sources: Writer’s Choice Grade 6 Elements of Literature Introductory Course

3. Explore various themes in literary text (on-going) Utilize literature to understand classical and everyday themes

Bravery

Loyalty

Friendship, etc. Readings: “The Gold Cadillac,” from Elements of Literature pg. 338 “Stray,” from Elements of Literature pg. 251 “The Bracelet,” from Elements of Literature pg. 356

4. Introduce the writing process (on-going) Explain and recognize the facets of writing

Rubric

Modeling

Six Traits

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Primary Sources: Write Traits, St. Lucie County Writing Rubric, FCAT Anchor Sets 5. Practice of daily conventions, study and test-taking skills (on-going) Continue the correct use of grammar, spelling, punctuation, and capitalization Introduce study skills

Note-taking

Outlining

Summarizing

Paraphrasing, etc. Primary Source: Writer’s Choice

6. Review and practice sentence types (2-3 days) Identify and use various sentence types

Declarative

Interrogative

Imperative

Exclamatory Primary Source: Writer’s Choice pg. 297 Supplemental Readings: newspapers, personal reading materials, magazines

7. Introduce expanding sentences (on-going) Composing sentences of varying length and complexity

Simple

Compound

Complex Primary Source: Writer’s Choice pg. 307 Supplemental Readings: newspapers, personal reading materials, magazines

8. Introduce and explain how to read prompts (on-going) Dissection of a prompt for correct response

Topic

Cue Word

Audience

Purpose Primary Sources: Write Traits, St. Lucie County Writing Rubric, FCAT Anchor Sets

9. Introduce organization, conventions, and fluency (on-going) Emphasis on paragraph format and characteristics

Graphic Organizers

Models

Sample essays Primary Sources: Write Traits, FCAT Anchor Sets

10. Review parts of speech (on-going first quarter) Identify and use various parts of speech properly

Nouns

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Prepositions

Verbs

Adverbs

Adjectives Primary Source: Writer’s Choice pg. 296-438

11. Introduce and review literary elements (on-going) Recognize the many elements of literature

Characters

Plot

Setting

Rising and falling action

Problem and resolution

Theme Primary Source: Elements of Literature xxvi Skills Page Readings: Hatchet (suggested novel)

Identify common themes and ideas in literature

Bravery

Hope

Courage

Honesty 12. Discuss characteristics of an author’s work (on-going) Determine the elements that are present in a written work

Main Idea

Details

Sequencing Primary Source: Elements of Literature xxvi Skills Page

13. Introduce Point of View (1-2 days) Discuss how Point of View affects literature

Samples

Model Primary Source: Elements of Literature xxvi Skills Page

14. Respond to monthly writing prompt (on-going assessment) Write to a given prompt

Expository

Persuasive Primary Source: District resources

15. Introduce writing rubric and score samples (on-going) Understand the components of the rubric

Focus

Organization

Support

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Conventions Primary Sources: St. Lucie County Writing Rubric, Write Traits, FCAT Workbook

16. Introduce the use of the many tools which contribute to the tone of an essay (5-7 days) Use and identify the tools

Descriptive

Idiomatic language

Figurative language Primary Sources: Elements of Literature xxvi Skills page, Writer’s Choice pg. 100

17. Review author’s word choice and tone; determine how it affects literature (on-going) Understand how the use of words can change the written work

Tone

Word choice Primary Sources: Elements of Literature xxvi Skills Page

Course Topics 6th Grade: 2nd Quarter

1. Review expository, prewriting activities, sentence fluency, and scoring (on-going) Utilize best practices for expository, pre-write and score

Samples

Model

Pair/Share

Rubric Primary Source: Writer’s Choice pg. 180

2. Monthly writing prompts (on-going assessment) Respond to a given prompt

Expository

Persuasive Primary Source: District resources

3. Write Traits (on-going) Utilize the traits of ideas and organization

Ideas

Organization Primary Source: Write Traits

4. Introduce the tools used to affect mood and meaning (10-12 days) Explain and identify the tools

Sound

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Meter

Graphics

Structures

Modeling Primary Source: Elements of Literature xxiii Skills Page

5. Review organizational text features (5-6 days) Identify features

Table of contents

Captions

Glossaries

Bold faced vocabulary

Italics

Headings Primary Sources: newspapers, texts, manuals, and magazines

6. Continue Write Traits (on-going) Utilize the traits

Focus

Voice Primary Source: Write Traits

7. Discuss audience and purpose for persuasive writing (on-going) Discern audience and purpose

Audience

Purpose Primary Sources: Writer’s Choice pg. 216 Elements of Literature pg. 396

8. Identify characteristics of a variety of texts (on-going) Use variety of texts to determine non fiction materials

Newspapers

Magazines

Manuals

Pamphlets

Menus Primary Sources: newspapers, periodicals, manuals, etc.

9. Write interpretations of texts and provide evidence (on-going) Emphasis on text interpretations and evidence

Graphic Organizers

Models

Sample essays

Persuasive essays Primary Sources: Elements of Literature pg. 480 Writer’s Choice pg. 216

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10. Introduce peer editing and use of rubrics by students (5 days) Identify characteristics of peer editing and rubric scoring

Rubrics

Post-it notes

Sample essays

Teacher/student modeling Primary Sources: St. Lucie County Writing Rubric, FCAT Anchor Sets Materials: Post-it Notes, dry erase boards

11. Introduce persuasive techniques (on-going) Utilize a variety of techniques

Hyperbole

Celebrity endorsement

Bandwagon

Repetition

Emotional appeal Primary Source: Writer’s Choice pg. 216

12. Review elements of penmanship (on-going) Use legible penmanship

Cursive writing

Written practice Materials: notebooks, journals, sentence strips

13. Identify and define types of texts, language, and vocabulary patterns used (on-going) Discuss types of texts, language, and vocabulary

Historical

Contemporary Primary Sources: Elements of Literature pg. 513, 526 Readings: Tuck Everlasting (suggested novel) and/or Daniel’s Story

Course Topics 6th Grade: 3rd Quarter

1. Score sample essays (on-going) Utilize rubric for assessment

Samples

Model

Pair/Share

Rubric Primary Sources: St. Lucie County Scoring Rubric, models, FCAT Anchor sets

2. Introduce the research process (5-6 days) Explain the process, understand the steps

Summarizing

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Paraphrasing

Citing sources Primary Source: Writer’s Choice pg. 644 Suggested Novel: Number the Stars by Louis Lowry

3. Introduce speech writing (5-7 days) Explain the process, understand the steps

Listening

Speaking

Writing

Informative

Demonstrative

Persuasive

Commemorative Primary Source: Writer’s Choice pg. 616

4. Review characteristics of oral presentation (3-4 days) Utilize characteristics

Eye contact

Tone

Language

Audience

Timed speech

Topic and audience appropriate Primary Source: Writer’s Choice pg. 624

5. Introduce elements of poetry (10 days) Identify, recognize, and use the elements

Mood

Tone

Figurative language

Stanza

Simile

Metaphor

Foreshadowing

Kinds of poems Primary Sources: Elements of Literature xxii Skills Page Elements of Literature “The Toaster” pg. 185

6. Business and friendly letters (2-3 days) Differentiate and create

Heading

Salutation

Body

Closing Primary Sources: Writer’s Choice pg. 268

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7. Monthly writing prompt (on-going) Respond to timed prompt

Expository

Persuasive Primary Source: District resources

8. Work with cause/effect, compare/contrast paragraphs (3-5 days) Use cause and effect and compare and contrast in paragraphs

Graphic organizers

CRISS

Samples Primary Sources: Graphic organizers, CRISS, student samples, Thinking Maps

9. Review and explain how themes, values, and ideas are reflected in historical literature (on-going)

Primary Source: Elements of Literature xxvi Skills Page

10. Discuss what makes someone a “core” member of a shared culture (7-10 days) Use variety of texts to explore differences and similarities

Newspapers

Magazines Primary Source: “The Mysterious Mr. Lincoln,” from Elements of Literature pg. 126; “Blanca Flor,” from Elements of Literature pg. 439

11. Review technology types (on-going) Practice using various types of technology

PowerPoint

Multi media

Models Primary Sources: Writer’s Choice pg. 644, computer lab/pod

12. Introduce media literacy and selection of appropriate types (2-3 days) Identify characteristics of media literacy

Media room

Media messages Primary Source: Writer’s Choice pp. 635, 640

13. Connections with text Utilize a variety of text connections

Text to self

Text to text

Text to world Readings: Bud Not Buddy (suggested novel)

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Course Topics 6th Grade: 4th Quarter

1. Score sample essays (on-going) Utilize rubric for assessment

Samples

Model

Pair/share

Rubric Primary Sources: St. Lucie County Scoring Rubric, models, FCAT Anchor sets

2. Creative writing (10 days) Utilize Young Author’s Conference

Illustrations

Variety of genres

Title and cover pages

Dedication page

About the author Primary Source: Previous samples written by students, sequel to previous work

3. Review parts of book report/book review, and how to self select text (3-5 days) Identify facets of reports/reviews

Table of contents

Cover page

Summary

Rating

Reaction Primary Sources: Self selected book based on a genre, reading logs

4. Compare books from two authors (3-5 days) Use compare and contrast

Graphic organizers

CRISS

Sample authors’ works “How the Snake Got Poison,” from Elements of Literature pg. 545; “Why Dogs Chase Cats,” from Elements of Literature pg. 554

5. Define critique and its use in responding to literature (on-going) Identify and use critiques in reading and writing

Facts and opinions

Pros and cons

Reader response journals Primary Source: feedback from essays, movie and book reviews, response journals

6. Review and use graphic organizers (2-3 days)

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Use a variety of graphic organizers to show learning gains

KWLA

Fishbone

Venn Diagram

Double Bubble Map Primary Sources: District resources, Thinking Maps, CRISS

7. Monthly writing prompts (on-going assessment) Respond again to a prompt given earlier in the year

Expository

Persuasive Primary Source: District resources