6th Grade Reading/ELA
The sixth grade English/Language Arts course provides a balance of reading, writing, speaking, listening, and language skills. 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 arguments, informative/explanatory texts and narratives. Students are required to draw upon and write about evidence from literary and informational texts. Because of the focus of writing in most forms of inquiry, short research projects are used throughout the year which answer a question, draw on several sources, and sharpen the focus based on the research findings. Through their writing tasks, students will recognize variations from standard English in his or her own and others’ writing and speaking, and use this knowledge to improve their language use.
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. This includes learning about how authors try to influence readers and then find reasons to support their ideas. Students develop a rich vocabulary of complex and sophisticated words and use them to speak and write more precisely and coherently. Including but not limited to skills necessary for formal presentations, students develop a range of broadly useful oral communication and interpersonal skills. They must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
At the end of this course, you will:
- Analyze how chapters of a book, scenes of a play, or stanzas of a poem fit into the overall structure of the piece and contribute to the development of ideas or themes.
- Gain knowledge from materials that make extensive use of elaborate diagrams and data to convey information and illustrate concepts.
- Evaluate the argument and specific claims in written materials or a speech, and distinguish claims that are supported by reasons and evidence from claims that are not.
- Present claims and finding to others orally, sequencing ideas logically, and accentuating main ideas or themes.
- Write arguments that provide clear reasons and relevant evidence, using credible sources.
- Write brief reports that examine a topic, have a clear focus, and include relevant facts, details, and quotations.
- Conduct short research projects to answer a question. Draw on several sources, and sharpen the focus based on the research findings.
- Review and paraphrase key ideas and multiple perspectives of a speaker.
- Recognize variations from standard English in his or her own and others’ writing and speaking, and use this knowledge to improve language use.
- Determine the correct meaning of a word based on the context in which it is used (e.g. the rest of the sentences or paragraph; a word’s position or function in a sentence).
NEEDS AND RESOURCES
To successfully complete this course, you will need the following novels
- Out of The Dust by Karen Hesse
- The Witch of Blackbird Pond by Elizabeth George Speare
- Hatchet by Gary Paulsen
- All materials found on the 6th grade supply list
Week 1-2- A Long Walk to Water by Linda Sue Park: This was the required summer read. We will be completing activities that allow for discussion on the main events of the novel.
Week 3-11- Hatchet by Gary Paulsen: Students read literary and informational texts to understand how positive thinking, slowing down to think clearly, problem solving, and constant vigilance support survival in the face of grave danger and overwhelming odds. Students express their understanding of characters in literature by analyzing the struggle of man versus nature and the life lessons we can learn from others’ survival situations.
Week 12- 20- The Witch of Blackbird Pond by Elizabeth George Speare: Students read literary and informational texts to understand the influence of family expectations and religious values on the development of one’s personal identity. Students express their understanding of how informational texts in coordination with literary texts enhance their comprehension of time periods and the theme and setting of the novel.
Week 21-29- Out of the Dust by Karen Hesse: Students read literary and informational texts to understand how people respond to adversity, the lessons that can be learned from hardship and failure, and what happens when we take good fortune for granted. Students express their understanding of the social and environmental issues farmers faced in the 1930s, noting how reading literary and informational texts enhances their understanding of the topic.
Week 30- 36 Steve Jobs: Students read literary and informational texts about the role of failure in success. Students understand that success takes hard work, deliberate practice, and the ability to learn from failures and persevere. They express their understanding by exploring how an author’s word choice, use of evidence, and selected organization reflect a text’s purpose and then by writing their own personal narrative based on the models.
POLICIES AND PROCEDURES
1.) Be Prompt– Students should be quietly sitting in their assigned seat before the bell rings ready to work.
2.) Be Prepared– Students should bring all necessary materials with them to class. This includes their notebook, binder, paper, pencil, pen, textbook, homework, and any other requested supplies.
3.) Be Polite– Students should always be courteous and polite toward other students and adults in the classroom.
It is my expectation that students turn all homework in on time. If a student does not turn in an assignment on time, students must communicate to me the reason of this incompletion. If a student does not do this, it may result in a zero on the assignment. I know that life gets in the way sometimes, but communication is key. If this becomes a habit, students will be penalized for late assignments.
Absences/make up work:
It is the responsibility of students to determine what work they have missed due to absence. Questions for the teacher about missed work should be asked at an appropriate time. This could be accomplished before or after school, during Guided Studies, or even passing. 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 when a test, quiz, or homework assignment is due, it is my expectation the student will complete the assignment, test, or quiz the day they return to school.
The English/Language Arts and Reading grade will be based upon homework, notes, essays, projects, quizzes, and tests. There will also be a grade each semester for individual Genius Hour projects.
- Ashley Staniford, 6th grade ELA