20 Church St. Mansfield, MA 02048
6TH GRADE ENGLISH SYLLABUS 2015-2016
Educator: Hamzah Henshaw
E-mail: hamzah.henshaw@gmail.com or hamzah@anahs.org
Phone Number: 508-261-7077
6th Grade English Course Overview
The sixth grade English course seeks to kindle a lifelong love of reading and writing in its
students. The course will help students make the critical leap from focusing on superficial
questions like “What?” and “Who?” to exploring deeper questions like “Why?” and “How?” The
novels chosen this year cover themes such as overcoming racism, dealing with adversity, and
finding oneself in the world. Whenever possible, we will be drawing on ideas from the Max
Warburg Courage Curriculum, an award-winning 6th grade curriculum used in many
Massachusetts schools. Excerpts from Muslim authors will be included whenever possible.
In addition to reading classic novels and short stories together as a class, students will be
expected to complete at least one free reading book per trimester. Students will keep a free
response journal, produce at least one graded, revised writing assignment per month, and have
bi-weekly vocabulary, grammar, and reading tests. Finally, students will participate in numerous
local and state contests such as: Boston Courage Essay Contest, Massachusetts Science Poetry
Contest, Letters about Literature, Muslim Poetry Contest, and a vocabulary bee.
Learning Objectives
By the completion of this course the successful student should have learned (for specific
standards, please see the end of this document):
1. How to extract the main idea and analyze themes, characters, settings, and narrative
structures in a wide variety of literature
2. How to write a personal narrative, a creative short story, various forms of poetry, a
persuasive speech, and an analytical paragraph
3. The 8 parts of speech, how to vary sentence structure, and how to parse/diagram most
sentences
4. How to format an essay on the computer and how to evaluate online content
5. A wide variety of new vocabulary through explicit instruction and context clues
6. How to happily curl up with a book on a rainy day without a TV, iPhone, iPad or other
device in sight!
Learning Experiences
In this course students will:
1.
2.
3.
4.
5.
6.
Read, discuss, and analyze a wide variety of novels, short stories, nonfiction and poetry
Read at least one free reading book per trimester (3 per year)
Keep a writing journal for in-class writing prompts and reading responses
Produce at least one graded, revised writing assignment per month
Complete bi-weekly tests in vocabulary, grammar, and critical reading
Learn how to appropriately use technology in the English classroom
6th Grade English Course Structure
Sixth Grade English meets three times a week during a “double block.” There are thus six
separate class periods. In order to ensure that class objectives are met and that students stretch a
wide variety of mental muscles, the course will generally follow this structure:
Class Name
A
B
C
D
E
F
Meeting Time
Tuesday 8: 1:47-2:27pm
Tuesday 9: 2:30-3:10pm
Wednesday 7: 1:40-2:25pm
Wednesday 8: 2:25-3:10pm
Thursday 1: 7:43-8:23am
Thursday 2: 8:23-9:03am
Objectives
Free readingDiscuss reading or writing HW
Introduce weekly vocabulary or grammar
FreewritingDiscuss reading or writing HW
Practice/review vocab or grammar
Free reading Discuss reading or writing HW
Test/Reading Rug/Journal or Notebook Check
6th Grade English Course Outline
The following grid attempts to outline the material to be covered this year. This curriculum may
change as every group of students is different.
Trimester I
Literature
The Cay, Bridge to
Terabithia/Taking
Sides/The Chocolate
War, nonfiction
Writing/Project
Summer Reading
project, Letter About
Literature, Fable
Grammar
POS Review,
Pronouns (subject,
object, possessive,
intensive)
Vocabulary
Units 1-4 Wordly
Wise
Trimester II
Literature
Al Capone Does my
Shirts, The Reason I
Jump, Iqbal/Maniac
Magee, Hound of the
Baskervilles, Poetry
Trimester III
Literature
Where the Red Fern
Grows/Tuck
Everlasting, The Little
Prince /And Then
There Were None
Writing/Project
Poetry Portfolio,
Metaphorical Prison
Project, Boston
Courage Essay
(personal narrative)
Grammar
S/V Agreement,
Tense Consistency,
Greek/Latin roots
Vocabulary
Units 5-8 Wordly
Wise
Writing/Project
Newspaper,
Persuasive speech,
Muslim poetry
contest
Grammar
Punctuation,
Sentence Diagrams,
Spelling
Vocabulary
Units 9-12 Wordly
Wise
6th Grade Textbook and Required Supplies
Supplies
 Journal—Green & White Composition Book (will be provided)
 3-Subject Notebook—Either a three ring binder with dividers & paper for taking notes
OR a spiral notebook with pockets for storing handouts OR a spiral notebook and
separate folder for handouts (provide your own)
 Ample pens & pencils – only blue or black ink please; other inks will not be accepted
 Agenda – for writing homework assignments for all classes
 Access to a computer at home with internet, word processing and printing capabilities
 A valid email address that students can check on their own (parents may have password)
 A free Reading Book (approved by me) for every trimester to be kept in school
Novels (we will read some but not all of these based on class interest; subject to change)
 The Cay by Theodore Taylor
 Al Capone Does My Shirts by Gennifer Choldenko
 Tuck Everlasting by Natalie Babbit
 Hatchet by Gary Paulsen
 Where the Red Fern Grows by Wilson Rawls
 The Little Prince by Antoine de St.-Exupery
 The Chocolate War by Robert Cormier
 Bridge to Terabithia by Katherine Paterson
 Maniac Magee by Jerry Spinelli
 And Then There Were None by Agatha Christie
 Taking Sides by Gary Soto
 The Reason I Jump by Naoki Higashida


Hound of the Baskervilles by Sir Arthur Conan Doyle
Various short stories and poems (photocopied)
Grammar, Usage, Mechanics & Writing
 Language Network: Grade 6 (McDougal Little)
 The Giggly Guide to Grammar (Discover Writing Press)
Vocabulary
 Wordly Wise 3000: Book 6 (EPS)
Spelling
 www.sweetspelling.com, www.beewizards.com, www.spellit.com
Class Rules
‫حسن الخلق نصف الدین‬
The Prophet Muhammad (SAWS) said, “Having good character constitutes half the religion.” To
achieve half the religion, my class has just five rules:
1.
2.
3.
4.
5.
Listen And Follow Directions
Raise Your Hand Before Speaking Or Leaving Your Seat
Respect Your Classmates And Your Teacher
Keep Hands, Feet, And Objects To Yourself
Come To Class Prepared And Ready To Learn
Consequences
If any of the above rules is broken, these are the consequences. Violations are “re-set” every day
and do not carry over:
• Violation 1, 2 and 3: Name written down by teacher
• Violation 4: Sent to hallway
• Violation 5: Principal’s Office &/or call home
* When needed, violations may move from a 1 to a 5 without heeding the steps in between.
** Your weekly discipline/class participation grade starts at 100%. With each violation, that
grade moves down 5 points. So, if your name is written on the board three times in a class, your
participation grade has gone from a 100% to an 85%. If the next day, your name is written
another three times, your grade will fall to a 70% and so on until the end of the week. Your
weekly discipline/class participation grade will be entered into Jupiter after the last class of the
week.
***If you do not receive any violations at the end of the week, your discipline grade will be
105% for that week!
Assessments Plan
The following items will be assessed regularly:
1. Homework—margin notes, grammar & vocabulary exercises, completion of free reading
2. Discipline/Class Participation—appropriate behavior within class rules; active
participation in class discussions; maintenance of notebook
3. Tests/Quizzes—bi-weekly tests on grammar, vocabulary, and critical reading
4. Essays/Projects—monthly formal writing/project
Grading Plan
For the first trimester, course components will be weighted as outlined below:
1.
2.
3.
4.
Homework—30%
Discipline/Class Participation—15%
Tests/Quizzes—35%
Essays/Projects—20%
Class Policies and Procedures:
Beginning of class: When you enter class, immediately find your seat, take out what you need,
turn in your homework and begin what is on the board. You will have five minutes after the bell
has rung to do this. If you have not settled down and started the assignment in five minutes, you
will receive a Violation #1. Typically, students will engage in SSR (silent sustained reading) or
free writing for the first 10-15 minutes of class. You are expected to come to class with your
assignments completed BEFORE you enter the classroom. Homework will be counted as late if
it is not ready at the beginning of the period.
Lateness: All students arriving to class after the bell without a written note from another teacher
will get a Violation (first step of discipline system). Similarly, students who arrive on time but
must then leave to get missing class materials will also get a Violation.
Homework: Homework assignments will be written on the board every day. It is your job to
write them down in your agenda. While I will try to post the HW in Jupiter as well, failure to
complete a HW assignment that was written on the board will result in a 0. Homework
assignments should be completed on time (if handwritten, in pencil, blue or black ink only) and
turned in at the beginning of class. Most assignments will be given some sort of grade in Jupiter.
Written Assignments: Any homework written on lined notebook paper should be turned in
without the spiral fluff. This homework as well as any papers/essays should have the following
headings on the left side of the paper:
Full Name
Subject
Teacher’s Name
Date
Why? This is a MLA (Modern Language Association) Heading, which is the standard heading
for written work. It will be beneficial to know how to do this now and in the future.
Formal Papers: All formal papers must be typed. Always save a copy for yourself. Formal papers
must follow MLA guidelines in style and format. Procedures for digital submissions will be
explained in class. Typed papers should be double-spaced, Times New Roman font, Size 12.
Late Work: NO LATE WORK WILL BE ACCEPTED FOR FULL CREDIT. Teacher
discretion applies (illnesses and medical emergencies are obviously permitted), but please be
advised that computer problems of any sort (printer errors, hard drive malfunctions, viruses) are
never an acceptable excuse.
 1 day late = maximum 75% credit
 2 days late = maximum 50% credit
 3 or more days late = no credit
Absence Policy for Homework and Tests: (teacher discretion applies)
1. Homework missed due to absence is your responsibility to make up.
2. All homework assigned before an absence is due the first day you return;
otherwise, it is considered late.
3. For any test scheduled before a one-day absence, you must be prepared to take the
test upon your first day back to school.
4. All major essays must be handed in on the due date. If you know you are not
going to be in class the day an assignment is due or you are sick that day, you
must arrange to hand it in digitally.
5. For any assignments and/or tests missed during an excused extended absence, the
same number of days missed will be given to make up all work missed. For
example, if you miss three days, you have three days to turn in your work and
take any quizzes or tests. Weekend days count as make up days. Check with me
your first day back for all assignments missed.
BATHROOM USE
You may use the bathroom as needed during class, but if I find this is being abused, this privilege
will quickly be taken away. Only one student may use the bathroom at a time. He/she should
leave the yellow “bathroom” school bus on his/her desk and then replace it on the hook. This
should be done silently without fanfare. There will be no bathroom use during tests. Sorry!
CELLPHONES/IPODS/IPADS, etc.
Any devices you have with must be kept on silent and in your bag. Unless I have given you
explicit permission, if I see use of any device, it will be confiscated for 24 hours. All devices
must be placed in the tech-free test basket before tests.
DISHONESTY/PLAGIARISM
• I begin the year with complete trust and faith in each of you. Islam, for me, is much more
about walking the walk than talking the talk. Please do not abuse that trust by being dishonest.
• Academic dishonesty of any kind, including but not limited to plagiarism, cheating on
any assessment, copying homework answers from the back of the book or other students,
will not be tolerated. It has become the norm here, but it is anything but normal.
• Plagiarism is stealing. It includes downloading papers from the Internet and using words or
ideas without attribution
• Remember, changing a few words or phrases around does not make the work your own and is
still considered plagiarism even if you cite the source. You need to use direct quotes or really
make the work your own by combining material from several sources (and then citing those
sources) to avoid plagiarism
• You should also not cite sources that you haven’t used
• Cheating on tests encompasses using or having the appearance of using any unauthorized
materials during a test or quiz. Students are responsible for removing all study materials and
electronic devices from within sight and reach during each testing period
• Incidents of academic dishonesty will result in a grade of 0 and will be reported to the
administration and your family. Students who give others their work to be copied will also
receive zeroes. This is absolute. No questions asked. If it were up to me, the consequences
would be much higher.
Free Reading Requirements
The very first command of the Quran was, “Read!” Studies have shown that children who love to
read lead happier, more successful lives. Students are thus required to read at least one book of
their choosing during each trimester. Students will have a variety of choices for how to get credit
for their free reading (oral presentations, projects, etc.), but one project grade for each term will
be based on their free reading book.
Students should choose at least one fiction and one nonfiction book. They should try to find
books that genuinely interest them and that they want to read and that they have NOT read
before. These books may be taken out of the ANA library, a local public library, or purchased,
and they must be approved by the teacher. Helpful reading lists can be found at Goodreads.com
and ISLA. The first 10-15 minutes of many classes will be devoted to Silent Sustained Reading
(SSR), and students MUST bring their free reading book to EVERY CLASS. Students finishing
tests and classwork early will be instructed to free read; failure to have a book with you will
result in a Violation.
On Homework
Islam flourished in Madina Munawwara when the Muhajireen of Makkah were assisted by the
Ansar of Madina. Muslim scholars have said that the divine formula is: hijra + nusra = hidaya.
Similarly, in the academic setting, experience has shown that students achieve the greatest
success when they combine focused classwork with meaningful homework. The formula is thus:
classwork + homework = achievement.
Since all of our classes are double blocks, students will typically have two different types of
homework as explained below:

Homework 1—Reading or Writing: When reading novels or short stories, students will
be assigned a certain number of pages/chapters. To ensure careful, active reading, they
will often have to write 1-2 key quotes and 1-2 questions about the reading in their
journals. When working on essays or projects, students will have to meet intermediate
deadlines.

Homework 2—Vocabulary or Grammar: Students will usually have either a written
vocabulary or grammar assignment in one of their textbooks.
Note: Sometimes teachers can miscalculate how long their homework will take and thereby
unintentionally inundate their students with more homework than they can handle. If students
have spent 1 hour on their English homework and are still not done, they may get a note from a
parent explaining that they had to move on to other subjects.
Notebook Requirements
The prophet Muhammad (SAWS) said, “Cleanliness is half of imān (faith).” Staying organized is
essential to success in the increasingly busy modern world. Students will be expected to file all
handouts in an organized manner. When completing assigned reading, students should write
down quotes, questions, and other notes in their notebook. They must also adopt a system for
taking notes during class. Student notebooks will be collected and assessed during each
trimester, and this will affect their class participation grade.
Journal Requirements
Becoming a competent writer of the English language is absolutely essential if you want to leave
your mark on the world. Peter Elbow has distinguished between two types of writing: freewriting
& formal writing. While the latter consists of edited essays that have long been the mainstay of
schools, the former is often neglected. Freewriting means simply that for ten minutes you write
without stopping. The idea isn't to produce a polished piece of writing, but to simply get in the
habit of writing without censoring and editing. In freewriting, "[n]ever stop to look back, to cross
something out, to wonder how to spell something, to wonder what word or thought to use, or to
think about what you are doing." The only rule to follow in freewriting is to simply not stop
writing.
Students will do their freewriting in their journals, often in response to a writing prompt. They will
also use their journals to write responses to the class book or their free reading book. Entries
should always be dated. Journals will be collected and assessed regularly throughout the trimester.
Vocabulary and Grammar Requirements
High school is a time where students can take a “shortcut” to becoming competent scholars of
English by explicitly studying vocabulary and grammar. The second half of many classes will be
devoted to introducing and practicing the new vocabulary from the vocabulary textbook and
completing grammar exercises in the grammar textbook. Tests on grammar, vocabulary, and
critical reading will be given roughly every two weeks, usually on Wednesdays.
Rewrite Policy
Students may revise and resubmit any or all of their essays except for journal entries and in-class
essays. My only stipulation is that you may submit only one revision per essay. I will average the
first and second grade for the final grade on this essay. Although I often do not change the grade,
I will never lower from the original grade. Please turn in all revisions at least one week before
the end of the trimester. Except in exceptional circumstances, students who fail tests will NOT
be permitted to take a retest.
On Technology
It is the policy of the English Department of Al-Noor Academy that every student have free
access at home to a reliably functioning personal computing device, together with a functioning,
compatible printer. The computer and printer will be integral to the curriculum, and any student
without one will bear the responsibility of finding a reliable alternative (e.g. public library,
commercial Internet café). The teacher will frequently communicate by email, and reliable email
address is also necessary.
Occasionally, to cut down on costs and harness the power of an exciting new technology, the
school will distribute texts in electronic form. The “books” will be distributed by electronic mail,
most likely in the form of PDFs, for reading on any compatible electronic device. Increasingly,
students will be allowed to use Kindles or other e-readers to complete in-class free and assigned
reading.
Common Core 6th Grade Standards
By the completion of this course the successful student will insh’Allah be able to:
Reading
 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
 Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
 Explain how an author develops the point of view of the narrator or speaker in a text.
 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing
an audio, video, or live version of the text, including contrasting what they "see" and "hear" when
reading the text to what they perceive when they listen or watch.
 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches to similar themes and topics.
Writing
 Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s)
and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an understanding of the topic or text.
 Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 Provide a concluding statement or section that follows from the argument presented.
 Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
 Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
 Use appropriate transitions to clarify the relationships among ideas and concepts.
 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
 Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
 Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
 With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
 Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single sitting.
 Conduct short research projects to answer a question, drawing on several sources and refocusing
the inquiry when appropriate.
 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.
Speaking & Listening
 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
 Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
 Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles
as needed.
 Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
 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.
 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
Grammar & Vocabulary
 Demonstrate command of the conventions of standard English grammar, capitalization,
punctuation, and spelling when writing or speaking.
 Ensure that pronouns are in the proper case (subjective, objective, possessive). Recognize and
correct inappropriate shifts in pronoun number and person. Recognize and correct vague
pronouns (i.e., ones with unclear or ambiguous antecedents). Use intensive pronouns (e.g., myself,
ourselves).
 Recognize variations from standard English in their own and others' writing and speaking, and
identify and use strategies to improve expression in conventional language.
 Maintain consistency in style and tone.
 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
 Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in
a sentence) as a clue to the meaning of a word or phrase.
 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., audience, auditory, audible).
 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
 Interpret figures of speech (e.g., personification) in context.
 Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).
Finally…
I check my email (hamzah.henshaw@gmail.com) daily so this is the quickest way to receive
feedback. If you are seeking grade information, that will be available through Jupiter. Please
send an email to me directly for specific concerns. Remember, we are all brothers and sisters in
Islam—always keep in mind the following hadith in your interactions with me and with each
other: ‫( المسلم من سلم المسلمون من لسانه ويده‬The Muslim is the one who avoids harming other
Muslims with his tongue or his hands).