6th Grade ELA Syllabus

3rd Nine Weeks January 4- March 4 Mrs. Sarah Horton

shorton@madison-schools.com

School Statement: The goal of each educator at Northeast Madison Middle School is to improve the lives of children and continuously strive to seek out new ways to improve instructions and equip children with the tools, resources, and knowledge needed to exceed their individual goals. It is also our goal to create a warm and positive climate in each classroom by identifying and considering students’ needs and interests. Everyone needs to succeed. In order to take the kinds of risks necessary to learn and grow, our students must perceive that success is within their reach. It is our greatest challenge to start with them wherever they are—and that is likely to be different from one child to another. Course Description/ Overview: Mississippi educators have joined a national movement to adopt common standards and assessments for English Language Arts and Mathematics. Currently, standards for what students should know and be able to do vary among states, as does the difficulty of the assessments used to determine whether students are meeting those standards. Common standards allow for collaboration among states on best practices and professional development. Common Core will provide an opportunity to prepare Mississippi students for college and workforce expectations. It will ensure that all students, no matter where they live, have internationally benchmarked standards and assessments that are clear and understandable and consistent. The Standards set requirements not only for English Language Arts (ELA) but also for literacy in History/Social Studies, Science and technical subjects. Students must learn to read, write, speak, listen and use language effectively in a variety of content areas. Reading skills are the foundation for any creative and purposeful expression in language. Text complexity and critical reading of informational text are the heart of ELA standards. Common Core State Standards: CCSS.ELA-Literacy.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) CCSS.ELA-Literacy.L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). AR Chapter Books: The 6th grade students are required to read a book each week based on their reading levels. They are required to earn a minimum of points based on their reading levels for the 3rd nine weeks. Each child will take an online STAR assessment that will identify their reading level. Your child will receive two grades for AR-a test and a daily grades. The total number of points earned will be used as a test grade and the final percentage of all books read will be used as a daily grade. These books should be read at home and at school daily. The deadline for the 3rd nine weeks is Friday, March 4, 2016. Please adhere to the deadline. The parents will receive AR Alerts throughout the nine weeks to keep them informed of the child’s progress. You will also be able to log in to Renaissance Home Connect from any computer with an internet connection. This will give you the opportunity to monitor your child’s AR progress. Log in to https://Hosted88.renlearn.com/707785/HomeConnect and use your child’s user name and password. Please encourage your child to read at least 20 minutes daily. These books are mandatory! District Required Reading: The district has developed a list of books for the 6th grade students to read throughout the year in Literature Circles. The district has supplied us with a class set. The students will be placed in small groups with their peers to read one of the following books. For extra reading at home, you may purchase your own copy of these books from one of the local book stores.

• Harriet Tubman: Conductor on the Underground Railroad by Ann Petry • Wolf Whistle by Lewis Nordan • Crow by Barbara Wright • Toning the Sweep by Angela Johnson • To be a Slave by Julius Lester • Day of Tears by Julius Lester • The Skin I’m In by Sharon G. Flake

Instructional Method: The textbook and the vocabulary will be assigned to correlate with the objectives of this course. Handouts will be provided to supplement the text. Topics will be introduced through lectures, discussions, and hands-on activities in order to meet the needs of every child. Small and large groups will also be used to assist each student. The final grade for this class will be given on the basis of the degree and quality of the following: � Homework (Daily) � Independent Class Assignments (Daily) � Group Work and Participation � Major Projects � AR Quizzes (Weekly) � Exams (Biweekly)

Missed Work: If a student is absent, the deadline for missed work is equal to the number of days missed plus one day. It is the student’s responsibility to find out what assignments he/she has missed upon returning to school. If a child fails to turn in an assignment, he /she will receive morning or lunch detention to complete the assignment. Homework: Homework is given daily. If your child makes less than a 70%, he/ she will have to redo the assignment. If your child fails to return the activity that he/ she had to redo, the grade will remain in the grade book. If your child fails to complete an assignment, he/ she will have silent morning and/or lunch until the activity is completed. Your child will not be able to participate in any extracurricular activities (pep rallies, assemblies& dances) during school hours until all assignments are completed.

Major exams will be given on a biweekly basis. I have listed the objectives that we will cover on each exam for the 3rd nine weeks period.

Major Projects: The date on the exams and project are subject to change. You will be notified in ample time of any changes. Listed below is the rubric for the project. There will be 10 points deducted each day a project is late. Please adhere to each deadline.

Reading Fair Project Rubric Due: January 8, 2016

The students will have the opportunity to present their favorite fiction or nonfiction book. The following ten elements must be visible and labeled on the board: Title Author Publisher and Date Setting Main Characters Plot/ Summary Conflict Solution or Resolution Author’s Purpose Tone/ Mood Storyboards should be constructed on a tri-fold project board. The board should be full sized 30” H x 40” W. The board should not exceed 36”. No items should hang over the edge of the table or be placed on the floor. However, students may hold or wear items that coordinate with the project, if desired. Boards that do not meet the size requirements will be disqualified. Storyboards must be colorful and interesting. Models, shadowboxes, and illustrations are also allowed in the middle of the board. Electrical cords will not be allowed due to the danger they may create in the aisles. Please see the 2016 Reading Fair Booklet for additional information. 4 - EXCEEDS STANDARD

• Informative and original response demonstrates a high level of understanding. • The response shows evidence of critical thinking by demonstrating insight into character(s). • The reader demonstrates a superior ability to communicate information. • The response indicates that the student has a complete understanding of the task’s reading concept. • The reader uses information from the text to interpret significant explicit or implicit concepts or makes connections to

other situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. • The reader uses relevant and accurate references. • The reader develops thoughtful predictions, interpretations, and/or conclusions about the text with depth and

understanding. • The response includes superior connections between the text and the reader’s background knowledge.

3 – ACHIEVES STANDARD

• Informative and original response demonstrates understanding. • The response shows evidence of critical thinking by demonstrating insight into character(s). • The response effectively communicates information. • The response indicates that the student has ample understanding of the task’s reading concept. • The reader uses information from the text to interpret explicit or implicit concepts or makes connections to other

situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. • Some of the support and/or examples and requirements of the task may be incomplete or omitted. • The reader develops predictions, interpretations, and/or conclusions about the text.

January 15, 2016 January 29, 2016

February 12, 2016 February 26, 2016

March 4, 2016

• The response includes connections between the text and the reader’s background knowledge. 2 - NEARLY MEETS STANDARD

• The response shows some evidence of critical thinking by demonstrating insight into character(s). • The response shows evidence of critical thinking by demonstrating insight into character(s), but the information is too

general or too simplistic. • The response shows effort to communicate; demonstrates an accurate but limited understanding of the text. • The response indicates that the student has partial understanding of the task’s reading concept. • The reader uses information from the text to interpret partial explicit or implicit concepts or makes connections to other

situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. • The response is incomplete, may exhibit many flaws, and may not address all requirements of the task. • The reader uses information from the text to make simplistic interpretations of the text without using significant

concepts or by making only limited connections to other situations or contexts. • The response includes some connections between the text and the reader’s background knowledge. • Some of the support and/or examples may be incomplete or omitted.

1 - BELOW STANDARD

• The response does not demonstrate understanding. • The response is brief or carelessly completed. • The reader has difficulty communicating information. • The response indicates that the student does not demonstrate an understanding of the task’s reading concept. • The reader has provided a response that is inaccurate; the response has an insufficient amount of information to

determine student understanding of the task. • The reader demonstrates little or no understanding of the text; may be inaccurate; little or no interpretation of the text is

evident. • May include information that is off topic.

66% Major Tests & Project 34% Class Assignments/ Homework/ Quizzes/ Agenda- Organizational Skills First and second quarter grades will be averaged to compute a 1st semester grade. The third and fourth quarter grades will be averaged to compute the 2nd semester grade. Exams will be counted as a major test grade. The final average = 1st semester average+ 2nd semester average divided by 2.

Grading System A…90-100 B…80-89 C...70-79 D…65-69 F…0-64 NM … No Mark (The grade has not been placed in the grade book or it has not been turned in to the instructor.)

Each student will receive an ELA progress report biweekly. All progress reports require a parent’s or guardian’s signature before returning it to the teacher. Winter MAP: January 11-12, 2016 Progress Report: February 4, 2016 Nine Weeks Exam: February 29-March 4, 2016 AR Deadline: March 4, 2016 Report Card: March 17, 2016 Supplies Needed: Dictionary 3 Ringer Binder Notebook Dividers

Pencil/ Enclosed Pencil Sharpener Pen (Blue/Black Ink) Highlighters (Multiple Colors) Flash Drive

Classroom Norms

� Be respectful toward the teacher, substitute teacher, and classmates. � Follow directions when given. � Be in your seat when the bell rings. � Bring all books and materials to class daily. � Sit in your assigned seat daily. � Keep hands, feet, and objects to yourself. � Raise your hand before speaking. � No talking across the classroom. � No eating, drinking, or gum chewing in the classroom. � Do not groom (comb/brush your hair or put on make-up) in the classroom.

Consequences

� Warnings (1st& 2nd) � Teacher / Student Conference � Call Parent � Refer to counselor � Refer to the administrator - corporal punishment, in school suspension, or out of school suspension.

Positive Behavior Rewards

• Educational games on the computer • Snacks • Homework Passes • Positive Notes or Phone Calls • Fun Center Time

Daily Classroom Procedures

� Enter and exit the classroom in an orderly manner. You will exit by rows daily and pick up all trash off the floor before leaving. � Sharpen your pencil before class starts. � If you are not at the pencil sharpener when the bell sounds, you should be in your seat. � Have your notebook and pencils/pens on the desk before the class begins. � All assignments must be written in pencil or blue/black ink. � Check the Falcon’s Nest for the “Warm-Up” or “Bell Ringer” activity each day and start as soon as possible. It is a timed activity (5-8 minutes). � Keep your notebook divided into three (3) categories- vocabulary, notes on

reading skills, and returned assignments. All test documents will remain in a folder kept on file. � Head all papers on the right hand side- Full Name, Date, Period, and Skill. No paper will be graded without a heading. � Class assignments and homework activities must be placed in the appropriate trays- 1st period, 2nd period, 3rd period, etc. If

you are absent due to an illness or a school function, you are responsible for obtaining your assignments before or after you return. There will be no exceptions.

� Do not leave the classroom without the teacher’s permission and a hall pass. � The quiet signal for my class is when I raise my right hand. � When you go to the library, restroom, or cafeteria, walk to the right side of the hallway. Please use your quiet voice. While

in the library, the librarian will notify me if there are any problems. The principal or librarian has the right to cancel your library privileges.

Parental Involvement: 10 Ways to Motivate Your Child to Read

• Set an example. Let your child catch you reading and taking enjoyment in it. • Have reading materials readily available. Keep a variety of books, newspapers, and magazines at home. • Cater to your child’s interests. Point out articles, news stories, and books about subjects your child is interested in. This can include sports and entertainment sections of the newspaper. • Give magazine subscriptions as gifts. Timely magazines with lively, bite-sized articles are especially inviting to children. Besides, it’s fun to get mail. • Share what you’ve read. Talk about the books and other materials that you’ve found interesting and ask your child to do the same. • Be accepting. Realize that almost anything your child reads has value because it motivates more reading. This includes comic and cartoon books. • Browse together. Stop at bookstores and libraries when you’re out together and make exploring their selections fun.

• Play audiotapes of good books when you’re in the car together. Your child might want to read the books later on. • Interest your child in the world. Discuss current events, sports, music, and other subjects that might inspire your child to read about them. • Show an interest in what your child reads. Ask for recommendations of books you might enjoy.

After carefully reading this course syllabus, please sign and return this form to Mrs. Horton. Your child is required to keep the course syllabus in his/her notebook. My child and I have read this reading syllabus and have accepted all terms. Student’s Signature _____________________________________________(Date) ________________ Parent’s Email Address _______________________________________________________________ Parent’s Signature ____________________________________________ (Date) ________________ Home Phone Number/ Cell Number _____________________________________________________

Teacher Mrs. Sarah Horton