Hubble Middle School Language Arts 2014-2015 Course Syllabus Teacher: Mrs. Julie Munson Email: email@example.com Course Description: The sixth grade Language Arts course provides a balance of language skills that encompass reading, writing, speaking, and listening, Students will progress through the writing process as they plan, draft, revise, edit, and publish their own specific types of writing. These writing types include narratives, informative/explanatory texts and arguments. Students will be required to supply evidence from their literary and informational texts in order to support their thinking. Short research pieces will also be written throughout the year which will allow students to draw on several sources in order to answer a question from their reading. Through their writing tasks, students will be asked to revise and edit their work for variations from standard English in their own and others’ writing and speaking, and use this knowledge to improve their written pieces. The sixth grade Reading course teaches essential comprehension skills and strategies while students read closely and cite evidence from grade-level fiction and nonfiction to support an analysis of what the materials say. Students apply skills they learned in earlier grades to make sense of longer, more challenging books and articles. Students develop a rich vocabulary of complex and sophisticated words and use them to speak and write more precisely and coherently. Students develop a range of broadly useful oral communication and interpersonal skills. They must learn to work together, express and listen carefully to ideas, and integrate information from a variety of sources. Texts: Reading material includes but is not limited to: The Lightning Thief Flush Frightful’s Mountain Dragonwings Bud, Not Buddy by Rick Riordan by Carl Hiaasen by Jean Craighead George by Laurence Yep by Christopher Paul Curtis Additional informational texts will be used to support the various novels. Course Goals: This year’s goals are aligned with the new Common Core State Standards. If you would like to see the specific standards, please type the following site into your web browser. http://www.corestandards.org/ELA-Literacy/RI/6/ Grading: The Language Arts grade will be based on homework, notes, essays, quizzes and tests. Assessments OF learning (i.e. did the student meet the unit objectives/Summative) are based on tests and essays, while assessments FOR learning (i.e. are the students meeting the day to day objectives /Formative) are based on various homework/in class assignments, and other weekly items. 90-100 = A 80-89 = B 70-79 = C 60-69 = D 59 and below = F Classroom Expectations: Students will be required to participate in a variety of ways; reading, writing, speaking, and listening. Therefore, respect towards one another will be extremely important. They will be expected to: Report to class on time Come to class prepared Be respectful at all times Actively participate by staying focused and on task Turn off and put away cell phones and other electronic devices when not being used for classroom purposes. Disciplinary Actions: Students who disrupt the learning of others will first receive a warning depending on the severity of the disruption. Further violations will result in discipline procedures: parent contact, after school detention, or in/out of school suspension. Electronic devices are to be turned off and out of sight. If I see or hear the device, the student will be given a warning. If it happens again, it will be held in the cell phone “:box” until the end of class. Further violations will result in discipline procedures. Refer to the student handbook. Homework Policy: It is my expectation that students turn all homework in on time. If a student does not turn in an assignment on time, they are able to submit a signed “OOPS” pass for full credit. Three OOPS Passes are given per quarter. If assignments continue to be turned in late, the student will be asked to stay after school until the work is completed. Again, communication will be sent home so parents are aware of this occurrence. Absences/Make up work: Good attendance is critical for this class! Students who aren’t in class miss out on the great collaboration, discussion, and instruction that occurs every day. If the student is absent, s/he must arrange to get missing assignments. This could be done before or after school, before lunch, or even during passing periods. Please refer to the Student Handbook for the time allowed for work to be made up. If a student is in attendance up until the day of a test or when a homework assignment is due, it is my expectation the student will complete it or turn it in upon his/her return to school. Units of Study: First Quarter: Read The Lightning Thief Read nonfiction Analyze the stages of a hero’s journey Analyze Percy as an archetypal hero Elements of myth Identify the theme of a myth Writing process focusing on narrative writing Second Quarter: Read Bud, Not Buddy Analyze word choice and figurative language in fiction Analyze word choice and structure in nonfiction and poetry Determine word meaning and themes in nonfiction and poetry Writing process focusing on argument writing Third Quarter: Read Flush Analyze nonfiction for figurative language, connotative language, word and phrase choice and meaning, plot development Analyze excerpts of nonfiction for evidence to support author’s point of view Analyze how author in fiction develops plot Practice close reading strategies Writing process focusing on research and evaluating research Fourth Quarter: Read Frightful’s Mountain Build background knowledge Begin to trace an argument Interpret information from charts and graphs Share information Compare and Contrast two authors’ presentations of ideas and events Develop a research-based claim Determine meaning of unknown words Writing process focusing on a position paper/supporting a research-based claim Prepare a way to present information Additional grammar components and vocabulary will be integrated in writing and reading selections throughout the course of the year. Spelling and structural analysis of words (Roots and Stems) will also be on-going.