COURSE EXPECTATIONS AND OBJECTIVES—GRADE 6 2019--2020
Course: Language Arts I Advanced Teacher: Linda Lyons
Textbooks for this year are Prentice Hall Literature Bronze Level, Prentice Hall Writing and Grammar Copper Language Arts. Level, and Sadlier-Oxford Vocabulary Workshop Level: C, SpringBoard Common Core Edition Grade 7 English
The following is a list of some of the supplemental reading that is planned for language arts class this year. This list is provided for your information and in accordance with School Board Policy 8.209 (15 b). Some supplemental reading may contain mature themes or language. If you have questions or concerns about any material, please feel free to contact me at school. Whole works include: The Wednesday Wars, As You like It, Class novels: Paperboy and Tangerine, and shorter works may include a collection of myths, The Greek Gods, and monthly literary magazine: Scholastic SCOPE. **NOTE: The Vocabulary Workshop book will be collected at the end of the school term. In principle, you are “leasing” the book in much the same way as one leases a car; you use it for the duration of this school term and then return it at a specified time.
PERFORMANCE OBJECTIVES AND COURSE OVERVIEW The curriculum will focus on integration in a modified whole language approach and include the Common Core Standards for Language Arts. COMPREHENDING—READING/LITERATURE: Common Core RL6.1- 6.10 RSIT6.1-6.10 The focus is a core of traditional and contemporary literature in its original form with follow-up activities. Students will identify essential literary elements in a variety of literary genres; demonstrate literal, inferential, and evaluative reading comprehension in fiction and nonfiction selections; and demonstrate knowledge of above grade-level vocabulary. Responses to literature and assessment will include writing, the iReady Program, and projects. Emphasis will be placed on the following vocabulary and language skills: connotation and denotation, context clues, multiple meaning, colloquialisms, jargon, slang, usage, word origins, etc.
LISTENING: Common Core SL6.1- 6.6 The student will demonstrate comprehension by participation in discussion, by showing interest in oral presentations, by taking notes, and by following multi-step directions.
USING PROPER GRAMMAR/COMPOSING: Common Core LS6.1-6.3 and WS6.1-6.6 The student will apply conventions of standard written English including but not limited to spelling, punctuation, subject-verb agreement, capitalization, usage, parts of speech, phrases, transitional expressions, modifiers, avoidance of the run-on sentences and fragments, syntax, and following MLA standards in preparing manuscripts. The grammar concept will also be infused through weekly oral language and writing. The student will write for a variety of purposes and audiences, using all stages of the writing process (prewriting, drafting, revising, editing, and publishing) and will keep a yearround portfolio of his/her writings representing all academic disciplines.
Writing will include a variety of forms, styles, and ideas from paragraph length to multiparagraph composition. Students will be provided with numerous opportunities to enter writing contests during each quarter.
SPEAKING The student will prepare, deliver, and respond to oral presentations for various purposes and audiences as well as contribute to class discussions.
CRITICAL THINKING The student will develop skills in critical thinking by analyzing a literary work; by making generalizations; by predicting probable future actions and outcomes; by drawing inferences; and by using methods of comparison and contrast, causal analysis, and persuasion.
HOMEWORK AND OTHER ASSIGNMENTS
Homework and all other assignments (unless otherwise specified) will be headed by placing your first and last name, your instructor’s name, the course, and the date beginning one inch from the top of the first page and aligned with the left margin. The title of your assignment will be centered on the top line. Skip a line or double-space between the title and the first line of the text. DO NOT UNDERLINE YOUR TITLE OR PUT IT IN QUOTATION MARKS OR TYPE IT IN ALL CAPITAL LETTERS. Failure to use the MLA citation correctly on all assignments will result in a ten point deduction off the top of your grade.
EXAMPLE OF THE HEADING AND TITLE:
Mrs. Squires (Instructor’s name)
Language Arts (period number)
Date month year (no abbreviations)
Poetry Free Response
**NOTE: REMEMBER TO PUT YOUR HEADING ON YOUR ASSIGNMENTS. POINTS WILL BE DEDUCTED ON ASSIGNMENTS WITHOUT THE HEADING. Assignments should be written on white, standard lined paper or plain white paper if typed and printed from the word processor. Use black or dark blue pen, except for practice work, daily homework or class work, and prewriting and rough drafts, when pencil is acceptable. When in doubt, ASK. Sloppy or illegible papers or papers torn from a spiral notebook are unacceptable and will not be assessed. Homework and practice work are 15 % of the overall quarterly grade unless it is an extensive assignment resulting in the additional credit of a test or project grade at 45% of the overall grade.
Please bring the following materials/supplies to class daily.
1. Your issued book(s) a class set of Literature and Grammar text books and workbooks are kept in classroom for daily use. 2. Agenda book 3. Binder with one section for Language Arts 4. One stitched composition book and Clear view binder and notebook paper which will serve as Writing Portfolio; remains in classroom for daily use. 5. Pencil(s) w/eraser—No. 2 needed for scantron quizzes and tests 6. Pen(s)—standard black or dark blue ink for writing; colored for correcting/editing 7. Highlighters 3
(Donations of Kleenex, Expo markers, glue sticks, colored pencils, notebook paper, pencils, etc. are greatly appreciated).
SPECIAL COMPONENTS Each quarter may contain any or all of the following activities for assessment:
✓ projects ✓ outside reading assignments ✓ writing assignments ✓ two to four evaluated cooperative learning activities ✓ oral presentation(s) ✓ tests and quizzes including vocabulary (normally on a weekly basis) pop quiz on reading assignments ✓ literature assessments ✓ notebook quizzes/checks ✓ knowledge checks ✓ ongoing portfolio development
These considerations are made to determine your grade at the end of the quarter: 1. Employability skills include attendance, coming to class on time, being prepared, maintaining a notebook, completion of homework, cooperative attitude, appropriate dress for class, following class rules, and time on task. (Note: Students’ work habits and effort can influence their academic performance.)
2. The following is an approximate breakdown of the student’s quarter average: a. Homework/knowledge checks 15% b. Major tests, quizzes, projects and large writing assignments 45% c. Class work (includes participation) 40% 3. Each student is required to keep an ongoing portfolio that includes works from the language arts class. Specific guidelines for projects and other pertinent work will be provided as needed. (The portfolio and or journal may be evaluated each grading period; components of it will be due prior to that time to check completion and progress.) Students should save all typed writing assignments for the year. 4. Missing tests, quizzes, homework, projects, writing assignments, knowledge and portfolio checks will adversely influence the student’s overall grade.
**Grading scale: 90-100 A; 80-89 B; 70-79 C; 60-69 D; and 0-59 F
Behavior expectations in the classroom are designed to maintain every student’s right to learn and for all students to share a positive classroom experience. No CELL PHONE USE AT ANY TIME!
All inappropriate behavior will first be given a verbal warning by the teacher, the student will be sent to the buddy time-out teacher for a second offense, and a third offense will result in a referral and/or lunch detention. Misbehavior will not be tolerated as it disrupts the educational process.
It is expected that the student will demonstrate a desire for improvement in the content area. When the desire is there, the progress is evident. In addition to some of the items mentioned above, students are expected to demonstrate the following:
Turn assignments in on time Participate in class. Go directly to seat when entering classroom and remian seated unless permission is given to move about. Follow directions . Cooperate with teacher and classmates. Stay on task Return books and materials to proper place Maintain notebook and portfolio Leave desk and floor area clear of trash . Practice academic honesty .Show consideration for others. Maintain a positive attitude. Have all issued textbooks covered .Refrains from gum chewing, eating, and drinking in class
ABSENCES AND TARDIES
Absences: Follow the policy written in the Parent/Student Handbook. In short, a student who has an unexcused absence or is truant will receive a grade reduction.
Tardiness: In accordance with the school-wide policy, three unexcused tardies per quarter will result in a detention.
Follow the policy as outlined in the Parent/Student Handbook. In general, the student initiates and the teacher will give him/her the assignment.
NOTE: If you are absent for ONE class period, you will be expected to be prepared to take prior announced tests/quizzes upon your return and to turn in work that was assigned before you were out. If illness and/or other extenuating circumstances have prevented you from being prepared for class upon your return, you MUST bring a parent note stating that fact. Please check the website for missing work or assignment information. It is posted daily.
REMEMBER: MAKE-UP WORK IS THE RESPONSIBILITY OF THE STUDENT.
LATE WORK POLICY (for graded projects and long-term assignments)
You will NOT receive full credit for late work. The grade will be lowered to half credit when an assignment is late. Since these assignments are generally given out well in advance, weekends, teacher professional days, and holidays are included in the days that an assignment is late. For instance, if an assignment is due on Friday and the student is present but does not turn it in until the following Monday, the assignment is considered three days late. THEREFORE, PLEASE DO NOT PROCRASTINATE. If you are absent on the day that a project or long-term assignment is due, you MUST turn in the work on the day that you return to school. If you have an excused absence you will receive full credit; otherwise, if the absence is unexcused, the work is late according to the late work policy. NOTE: If you are in school on a day when a long term assignment is due and leave school missing your class, your work or project must be turned in and time stamped in the office or it is considered late. Ex. You attend classes until lunch and check out missing your 8th period LA class, your work is late if not turned in before you leave campus!
IMPORTANT: Always begin writing assignments, especially those that you plan to type, well in advance. Computer malfunctions (e.g., ink cartridge problem) do not excuse your paper from being considered late. Remember you may write your assignment in ink if a computer malfunction should occur. The typed copy should be brought in completed as assigned. Plan in advance, have ink cartridges on hand, use the media to print or type your assignments. Problem solve when issues arise. DO NOT email your work to me as I am not able to print it for you. No work will be accepted if emailed. **Please note that the late policy is different for daily homework or practice work (e.g., vocabulary exercises) as is stipulated on page
Any student who engages in cheating or plagiarizing on a quiz, test, class project, or homework assignment will be subject to punitive action. (Please be aware that copying someone’s vocabulary assignment violates the academic honesty policy.)
Plagiarism is the direct or indirect use of someone else’s work—words, ideas, facts, opinions, illustrative material, data, and the like—without giving proper credit to that source. Students must do their own work. Any student breaching the Pine View’s academic honesty policy will receive a zero for that assignment or assessment. Students are expected to uphold our school’s academic honor code. (See separate handouts on the school-wide academic honesty policy and honor code.)
If a student is experiencing difficulty, additional help may be initiated by the parent, teacher, or student and is available in the following form: 1. Teacher—by appointment email email@example.com 2. Student—grade level peers or Honor Society students—at mutually satisfactory time, coordinated by the teacher 3. Additional resources, such as supplemental materials, and Internet websites that address the specific need.
COMMUNICATION WITH PARENTS
In addition to report cards, parents should use Gradebook to monitor student grades. The teacher will communicate with the parent as needed in the following manner:
1. Class handouts with specific directions for assignments and field trips 2. School forms or notes on specific behavior/academic concerns in the agenda book 3. Phone calls or email messages as necessary, initiated by the teacher or in response to a parent call, email, or note 4. Short, personal notes for occasional positive feedback written in or attached to the agenda book 5. Individual or group conferences
THE ABOVE EXPECTATIONS WILL BE REVIEWED WITH THE STUDENTS, BUT I WOULD APPRECIATE IT IF YOU WOULD ALSO REVIEW THEM WITH YOUR CHILD AND THEN SIGN AND RETURN THE FORM BELOW BY FRIDAY, AUGUST 18, 2018. _____________________________________________________________________________________________ (Return to language arts teacher.) I have read and understand the language arts expectations. Further, I will uphold the honor code and I understand the consequences if I choose academic dishonesty.
Print student name _____________________________________________________________Period ___________
Student signature ______________________________________________________________ Date ____________
Parent signature _______________________________________________________________ Date ____________ Please include phone number(s) and/or email address below. Thank you.
Carol Dweck says “When you learn new things, these tiny connections in the brain actually multiply and get stronger. The more you challenge your mind to learn, the more your brain cells grow. Then, things you once found very hard or nearly impossible seem to become easy. The result is a smarter, stronger brain.”