Del Webb Middle School

2200 Reunion Drive

Henderson, NV 89052

6th Grade English Language Arts Department

Course Expectations

2012-2013

I. COURSE SCOPE:

COURSE: Reading 6

This one-year course emphasizes the development of critical reading skills. A variety of literature and informational text of steadily increasing sophistication is used. Through close reading, critical writing, class discussions, and presentations, students deepen their ability to analyze, evaluate, and critique text independently. Students actively seek to understand other perspectives and cultures through reading and listening. Technology is used thoughtfully to enhance and integrate reading, writing, speaking, listening, and language use. The reading accelerated course is designed as accelerated by the enhanced instructional pacing, depth and breadth of content, and is designed for students who have demonstrated advanced reading skills. Students enrolled in the accelerated course, read, comprehend, and interpret a variety of grade level and above grade level text independently and proficiently.

COURSE: English 6

This one year course emphasizes the development of specific writing types; arguments, informative/explanatory texts, and narratives in which development, organization, and style are appropriate to task, purpose, and audience. Students demonstrate increasing sophistication in all aspects of language use. A variety of literature and informationaltexts serve as models to improve writing skills. Students actively seek to understand other perspectives and cultures through reading and listening. Technology is used thoughtfully to enhance reading, writing, speaking, listening, and language use. The English accelerated course is designed as accelerated by the enhanced instructional pacing, depth and breadth of content, and is designed for students who have demonstrated advanced writing skills.

These courses fulfill the sixth-grade reading requirement.

II. COURSE GOALS:

Reading

  1. To determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas.

  1. To analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  2. To interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone.

  1. To analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the

text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

  1. To assess how point of view or purpose shapes the content and style of a text.
  2. To integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words.

  1. To delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning

as well as the relevance and sufficiency of the evidence.

  1. To write based on task, purpose, and audience using carefully chosen words, information, structures, and

formats.

  1. To collaborate, express and listen carefully to ideas, evaluate and integrate information from oral, visual,

quantitative, and media sources, use media and visual displays strategically to achieve communicative

purposes, and adapt speech to context and task.

  1. To determine or clarify the meaning of unknown and multiple-meaning words and phrases by using

context clues, analyzing meaningful word parts, and consulting general and specialized reference

materials, as appropriate.

  1. To demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  2. To acquire and use accurately a range of general academic and domain-specific words and phrases

sufficient for reading, writing, speaking, and listening and career readiness level; demonstrate independence

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

English

  1. To write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

  1. To write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content.

  1. To write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.

  1. To develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach.

  1. To conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
  2. To gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  3. To draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. To write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  5. To collaborate, express and listen carefully to ideas, evaluate and integrate information from oral, visual, quantitative, and media sources, use media and visual displays strategically to achieve communicative purposes, and adapt speech to context and task.
  6. To demonstrate command of the conventions of Standard English grammar and usage when

writing or speaking.

  1. To demonstrate command of the conventions of Standard English capitalization, punctuation,

and spelling when writing.

III. COURSE ACTIVITIES:

  1. Assignments/Homework:Students will have assignments to reinforce skills and concepts taught in the classroom. Assignments are accepted only when directions have been followed, the assignment is complete, the paper is labeled, and neatness and legibility are evident. Students will have homework assignments on Mondays through Thursdays. Independent reading and projects may require time on a weekend. Typical assignments are: reading and responding to literature, vocabulary development, studying for quizzes and tests, and projects.
  2. Testing: The teacher will administer tests and quizzes throughout the course of study to determine the individual student’s development as well as the effectiveness of the teaching strategies/methodologies employed.

*Quizzes/Tests will be administered throughout the course.

*Unit/Chapter tests will be administered at the end of each unit of study.

*Semester exams will be administered at the conclusion of the semester.

3. Across the Curriculum Activities:

A. Grade Level Projects and Activities: Students may participate in activities involving all core subjects.

B. Writing Process: Students will put into practice writing techniques which they have developed in both their reading and English class. The teacher will include writing assignments and essay questions on exams.

C. Technology: Students will be required to use the computer throughout the course. Students who do not have a computer at home may work in the library or set up a time with the teacher before or after school to do any computer work that is required.

D. Learning/Reading Strategies: Varied learning and instructional strategies will be used extensively throughout the year.

E. Problem-solving Strategies: The student will use analytical,logical, and creative thinking skills to

solve problems, make decisions, make reasonable judgments, and generate new ideas.

IV. HOMEWORK/MAKE-UP WORK POLICY:

Homework is a valuable aid helping students make the most of their experiences in school. Homework is given because it

is useful in what has been learned in the class, extending concepts, teaching responsibilities, and helping students develop positive study habits.Homework is assigned Monday through Thursday and is expected to be completed accurately and on time. Independent reading, projects, and writing may additional time on a weekend. Typical assignments are: reading and responding to literature, vocabulary development, studying for quizzes and tests, and projects. Students should not turn in assignments late. If an assignment is turned in after its due date, the Del Webb Middle School Late Work Policy will be followed.

Students are allowed three school days after the return from an absence to request homework, and the teacher must provide at least three school days for the assignments to be completed and submitted to the teacher.

Students are expected to write the proper Del Webb heading on their assignments.

The Del Webb heading is as follows:Last Name, First Name

Subject – Period

Date

(Assignment)

V. TEXTBOOK/MATERIALS:

  1. Students will be issued school-owned novels to take home for reading assignments. Lost or seriously damaged novels will require replacement by the student. Students may also be required to check out books from the school library.
  2. Binders – Each student will be required to set up READING and ENGLISH sections in their binder using a tab divider. The binder must be organized and up-to-date at all times.
  3. Reading Portfolios – Each student will keep all graded papers in his/her portfolio. The portfolio will not be allowed to leave the classroom. Students who wish to bring home any graded papers will be allowed to do so, but the paper must be returned to the portfolio the next day. At the end of each semester, the student will take home all graded assignments to study for the semester exam.
  4. Writing Portfolios – Once writing assignments have been graded, reviewed, and personal goals set, specificwriting papers will be kept in the student’s class portfolio. The portfolio will not be allowed to leave the classroom. Students who wish to bring home any portfolio papers will be allowed to do so, but the papers must be returned to the portfolio the next day. Writing portfolios will be transferred to the 7th grade teachers at the end of the school year.

VI. ASSESSMENT/EVALUATION:

Criteria for arriving at student grades for Reading and English:

Tests/Quizzes - 50%

Classwork - 30%

Homework - 20%

Explanation of students grades:

A90-100%Excellent

B80-89%Above Average

C70-79%Average

D60-69%Below Average

FBelow 60%Failing

VII. CITIZENSHIP:

Citizenship grade is based on the number of citations received.

O (Outstanding) 0-3 citations

S (Satisfactory)4-6 citations

N (Needs Improvement)7-9 citations

U (Unsatisfactory)10 citations

Teachers follow a progressive discipline plan as follows:

  • Student conference – warning and positive redirection
  • Parent phone call or conference
  • Counselor referral
  • Dean referral

Students’ citizenship, overall attitude towards his/her education, will be evaluated using the following criteria:

  • Missing agenda planner
  • Unprepared for class – includes homework, supplies, organized binder
  • Excessive talking
  • Inappropriate comments to students or teachers
  • Class disruption – includes not being prepared to start class with a sharpened pencil or lead in pencil and all necessary materials ready to use
  • Seat changed for discipline
  • Using/copying another’s work
  • Talking during a test
  • Failure to return progress report/detention notices
  • Off-task/refusal to participate/work

Rewards

  • Verbal praise
  • Social enrichment activities
  • Classroom privileges
  • School- wide privileges

VIII. PARENT/TEACHER COMMUNICATION

On a weekly basis, teachers will notify students of their progress to date using the Parent Link grade reporting system. Specifically, the teacher will report the current grade in percentage terms. Parents may access Parent Link with their personal codes. The student planner is still the primary tool for parent/teacher contact. Space is provided for parent/teacher messages if the student brings it to the teacher during the appropriate time. Please check it regularly with your student. Feel free to e-mail the teacher with any questions or concerns.

Please note: If you have questions or concerns about your child’s grades please contact the teacher ASAP. Do

NOT wait for teacher to contact you or until the end of the quarter.

IX. CHEATING, COERCION, PLAGIARISM:

  • Letting another student(s) copy answers is a form of cheating, and the result will be a

zero on the assignments for all involved and a lower citizenship grade. This includes

homework assignments, class work, and tests.

  • No talking during tests because it will be assumed that any discussions are about the test;

therefore, all involved will receive a zero and a lower citizenship grade.

  • Writing down someone else’s ideas as one’s own is plagiarism and will result in a zero on

the assignment and a lower citizenship grade.

  • Students involved in cheating will have a dean referral submitted.

6TH GRADE READING DEPARTMENT

Mrs. Andersen

Mrs. Soden

Mrs. Wolfe

Ms. Zell

6thGRADE ENGLISH DEPARTMENT

Mrs. Brown

Ms. Flynn

Mrs. Jones

Mrs. Ketter

Del Webb Middle School

2200 Reunion Drive

Henderson, NV 89052

6th GRADE ELA COURSE EXPECTATIONS

Please detach this page, complete the information below, and return this page to your child’s reading teacher. Keep the course expectations at home for your review when needed.

My child and I have read and understand the course expectations.

PRINT STUDENT NAME: ______

STUDENT SIGNATURE: ______

READING PERIOD: ______

PRINT PARENT NAME: ______

PARENT SIGNATURE: ______

HOME PHONE NUMBER:

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CELL PHONE NUMBER:

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EMAIL ADDRESS:

DATE: ______