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
6 Grade: 1st Quarter
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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
6 Grade: 2nd Quarter
th
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
6 Grade: 3rd Quarter
th
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 (ongoing)
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
6 Grade: 4th Quarter
th
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
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