Jane Addams Middle School

Ms. Bruno’s Honors

6th Grade Language Arts Class

Jane Addams Middle School Character Traits

  • I am a leader.
  • I don’t quit.
  • I stand up for what I believe in.

Expectations:

  1. Be respectful to self and others while upholding a positive attitude.
  2. Be a responsible speaker and listener. Do not talk while another speaker talks, whether the speaker is a teacher or another student.
  3. Be a self-manager. Come to class with all of your supplies and be on time.
  4. Be an active learner: take part in class discussions, be prepared, and produce work you’ll be proud to show off!

Consequences:

1st disruption- Warning

2nd disruption- Contact home

3rd disruption- Detention

Any severe behavior will result in the immediate removal from the classroom. A strict policy is required to maintain a safe and trusting learning community where everyone can participate and stay focused on his/her work and success.

Materials:

Students are required to bring the following materials:

2 Single Subject Notebooks Folder/Section of Binder

Pen and pencilSilent reading book

Box of Kleenex 2 expo markers

6th grade Language Arts Curriculum

The 6th grade language arts classroom at Jane Addams Middle School is centered on the new initiative using the Common Core Standards.

The 90 minute class will be divided into three main components:

Power reading: An instructional practice that supports differentiation by having students individually reading appropriate texts on their own and promotes stamina in reading for our students.

In class, we will power read our self-selected text three days a week and use Achieve3000 two days a week. Students are encouraged to check out books from my library, our school library, or Fountaindale Library.

Reading workshop: An instructional time devoted to having students engage and collaborate in authentic reading experiences that develop and strengthen their reading skills in a supportive environment. Reading workshop will consist of reading both informational and fictional texts to help challenge and motivate students.

Writing workshop: - An instructional time that provides a supportive environment and engages students in authentic writing experiences by having students study, discuss, emulate, and evaluate mentor texts to strengthen their writing process.

The district has mandated specific common core standards to focus on for the four units that divide the year. The standards are broken down into RL standards: reading literature and RI standards: reading informational text. The district has focused on these standards for our primary instruction and areas of assessment.

Reading Informational Text

  1. RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  1. RI.6.2: Determine a 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.
  1. RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  1. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Reading Literature

  1. RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  1. RL.6.2: 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.
  1. RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  1. RL.6.4: 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.

Writing

  1. Write arguments to support claims with clear reasons and relevant evidence.
  2. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. 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 discipline-specific tasks, purposes, and audiences.
  5. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Student’s Name: ______

Period: ______

I understand the expectations in Ms. Bruno’s language arts class. I have discussed with my parents/guardians the procedures and policies for language arts. We both understand the importance of this class and recognize it as two equivalent grades in 6th grade. I also understand that I have to try my best in 6th grade so I can lead myself and other classmates to success.

Student signature: ______

Parent/Guardian Signature:

______

*******Parents/Guardians:

Please provide your email and cell phone number so we can maintain communication throughout the school year. Thanks!

Questions/Concerns: