6^th GRADE LANGUAGE ARTS

2011-2012 COURSE OVERVIEW

 

 

Teacher: Lisa Hayle

510-570-7580 x271

lhayle@windrush.org

 

“Tell me, I forget. Show me, I remember. Involve me and I understand.” –old adage

 

The sixth grade Language Arts course meets or exceeds the California State Standards and is designed to build both confidence and skill in reading, writing, speaking, and listening.  Students will work with fiction and non-fiction, poems, essays, short stories, myths, and films, many of which have strong interdisciplinary connection to the social studies curriculum, in addition to the following core texts:

 

 

·      Esperanza Rising by Pamela Munoz Ryan

·      Roll of Thunder, Hear My Cry by Mildred D. Taylor

·      Dragonwings by Laurence Yep

·      The Giver by Lois Lowry

• Grammar for Middle School A Sentence-Composing Approach by Don and Jenny Killgallon
• Painless Writing (Barron’s) by Jeffrey Strausser

 

OUTSIDE READING: Students are also required to read self-selected texts and to keep track of any and all additional reading in their reading records.  For the first trimester of sixth grade, the goal for every student is to read 800 pages.  Students set individual goals for the second and third trimesters. A Parent/guardian signature is part of this work; it is essential that teachers and families work together to develop reading habits outside of school.

 

WRITING: Process writing, which enables students to master many different skills, is taught across the grades at Windrush, enforcing learning, which occurs both independently and in groups. Students draft, revise, and produce publishable-quality work, turning into skilled editors who are at or above grade level in grammar and language mechanics. Sixth grade writers demonstrate excellence with final drafts and have opportunities to share their work in class, and to publish in ‘Spark,’ the online middle school literature magazine I founded in 2008. This e-zine can be accessed by any Windrush community member on the school’s website windrush.org.

 

 

ASSESMENT:  The writing itself is assessment, and students will manage their own portfolios, filing graded work that will be sent home for parent/guardian signatures periodically throughout the year. Additionally there is ample self-assessment along with quizzes and tests. Spelling scores are used for skill evaluation and do not affect grade.

 

The following is a tentative outline of our plan for the year; almost all literature is aligned in some way with the social studies curriculum.

 

UNIT	ACTIVITY/SKILL	DATES
Esperanza Rising: Becoming a Lifelong Reader/ Looking at the History in Literature   Additional Literature: A Secret  for Two, Rikki-tikki-tavi   Other Writer’s Workshop Tasks: Autobiographical Writing	Introduction to the reading process and reading strategies: set a purpose for reading, question, clarify, connect, summarize, predict, evaluate. Introduction to outside reading: keeping accurate records; learning how to select a book; studying genre. Responding to books in writing and discussion:  speaking and listening. Introduction to note-taking strategies. Introduction to the writing process: prewriting, first draft, feedback, revision, peer editing, preparing a final draft. Write a book review of Esperanza Rising	Sept.- Oct.
Investigating the Mystery/Thriller/Halloween or Non-Halloween-based/ Scary/ Not-Scary but Suspenseful Story Genre: Write to the 5 senses	Study the mystery/thriller genre. Story structure and narration: point of view, rising action, climax, and resolution. Use end punctuation correctly and write dialogue. Write a mystery/other suspenseful story	Oct.- Nov.
Voices of Ancient Egypt (selected poems): Writing and Analyzing Poetry, Understanding Metaphor and Simile     Introduction to the Research Paper: Research Skills, Note Taking, Outlining, Editing a Social Studies Report	Study the poetry. Understand structure, symbolism, point of view, and theme. Create skits/music/art based on poems. Make connections to history. C.R.U.N.C.H.-ing online resources: Is the resource: Current? Reliable? Understandable? Navigated easily? Copyright restrictions? Helpful information?	Dec.- Jan.
Roll of Thunder, Hear My Cry: Additional Literature: Caleb’s Brother, Kids Discover Magazine – Martin Luther King Jr.	Analyzing plot, characters, settings, dialogue, and both literary and historical themes. Using understanding of book to generate creative writing inspired by book. Using facts to support an opinion in writing a personal essay.	Jan.
Literature Circles: Creating Meaning, Analyzing, Responding to, and Writing from Literature – Group Project and Presentation Additional Literature: Utzel and His Daughter Poverty, Home	Students choose from one of three novels: Baseball in April by Gary Soto, My Life in Dog Years by Gary Paulsen, or Julie of the Wolves by Jean Craighead George Comprehension questions Peer book discussions Collaboration, planning, presenting project Literature-based writing	Feb.

Dragonwings: Understanding History Through Literature Creating Historical Fiction	Analyzing plot, characters, settings, dialogue, and both literary and historical themes. Using understanding of book to generate historical fiction inspired by book.	Feb.- March
Intensive Grammar and Mechanics Study; Writing to Prompts; Intensive Grammar and Mechanics Study;	Test-taking strategies Writing to visual prompts Timed writing Parts of speech Advanced mechanics (i.e. commas, capitalization, end punctuation)	March- April
The Giver: Analyzing Literature Comparing Utopian Society in Book to Our Society	Exploring author’s intention Imagining a movie version of the book Group activities Writing a Newspaper Article.	May- June

 

 

 REQUIRED MATERIALS: Students are expected to bring the following materials to every class:

 

• Assignment Book
• Pencil Box
• Binder with paper
• Completed homework
• Current book we are reading as a class
• Outside reading book
• One thin single subject notebook (keep inside binder – will be used for reading record pages and journal)
• Flash drive/USB key (you may use the same one for several classes)

 

 

POLICIES AND EXPECTATIONS:

 

• PREPAREDNESS: Students are expected to come to class each day with their homework completed at the beginning of class. (Sixth graders take time to adjust to middle school, and as such, some degree of unpreparedness is expected at the start of the year. Organizational habits and skills will be taught and supported.) If a student is not prepared for class, the 10% of the trimester grade for participation that everyone starts the year with will decrease.
• OUTSIDE READING: Students are expected to complete a minimum of one hour per week of outside reading in addition to all other homework.
• LATE WORK: If a student needs an extension, s/he must request the extension before the deadline.  Daily late work will lose 10% of its value for each day late unless accompanied by a parent/guardian short note. (This brief note with signature can be right on the work itself.)
• ABSENCES: Students must make up work they miss when absent within one week. (See Middle School Policies and Procedures Handbook.) If a student is ill or has challenging circumstances, s/he is encouraged to speak with teachers, and her/his advisor if need be about a flexible make-up schedule for the work.
• TARDINESS: Arrive on time for class.  Late students will receive a Warning Slip and/or additional consequences.
• COMPUTERS AND PRINTERS:  Because we do so much peer editing and work on actual manuscripts during class time, it is ABSOLUTELY ESSENTIAL that students bring a HARD COPY of their writing assignments for class.  Electronic or e-mailed submissions alone are NOT acceptable.  Students will not be allowed to print assignments at the beginning of class (unless there was a legitimate problem printing at home).
• EXTRA HELP AND/OR EXTRA CHALLENGE: It is a teacher’s job to encourage students to ask questions, seek help, work their hardest, and invite them to communicate the need for more work or independent study when the work is not challenging enough. Students may do this before class or after class, by leaving a voice mail, or sending an email.

           

A WORD ABOUT STUDENT BEHAVIORAL EXPECTATIONS:

 

All middle school students are expected to adhere to the WINDRUSH BILL OF RIGHTS. Consequences for inappropriate behavior are laid out clearly in the Middle School Policies and Procedures Handbook.

Additionally, I have my own set of classroom agreements, which were discussed the first week of school. To make a binding contract, myself along with every student signed a poster listing the following:

 

LISA’S 5 SIMPLE COMMUNITY AGREEMENTS FOR STUDENTS:

 

We will:

1. Follow directions.
2. Comply with all school policies.
3. Keep hands, feet, and objects to us.
4. Not name-call, use hurtful language, or bully.
5. Try every assignment or activity and ask for help if we need it.

 

GRADING POLICIES: Below is a description of how grades are calculated by trimester:

• CLASSWORK: 30%
• HOMEWORK: 25%
• MAJOR WRITING ASSIGNMENTS, TESTS, PROJECTS: 25%
• DAILY POSITIVE PARTICIPATION IN/ PREPAREDNESS FOR CLASS: 10%
• OUTSIDE READING/ READING RECORD 10%

 

 -----------------------------------------------------------------------------

6^th GRADE SOCIAL STUDIES

2011-2012 COURSE OVERVIEW

“Social Studies is everyone’s subject; who is not fascinated by ‘ourstory?’ –L.H.

 

The sixth grade Social Studies course meets or exceeds the California State Standards. Students explore the contemporary issue of sustainability by focusing on how societies use and shape their environments. Sixth graders utilize essential questions to investigate natural resources, social classes, religion, technology, health, war, government and just about every aspect of civilization. Exciting and engaging activities allow students to time-travel through the ancient civilizations of Mesopotamia, Egypt, Kush, Israel, India, China, Greece, and Rome. Materials/tools include, but are not limited to:

 

 

·      National Geographic’s Map Essentials Workbook

·       The National Geographic affiliated Ancient Civilizations –Discovering Our Past from Glencoe’s California Series

·      KIDS DISCOVER Magazine series

·      Teacher-created packets combining various resources

·      Films

·      Internet

 

 

ASSESMENT:  The work itself is assessment, and students will manage their own portfolios, filing graded work that will be sent home for parent/guardian signatures periodically throughout the year. Additionally there is ample self-assessment along with quizzes tests, and project presentations.

 

The following is a tentative outline of our plan for the year; much of the history covered is also explored through literature in language arts class.

 

 

 

 

UNIT	ACTIVITY       /     SKILL      /   PROJECTS	DATES
Map Skills Geography: Using Maps, Making Maps, History of Cartography	· Measure, create scale for, and map room · Map dream room · Create continent, locate it on the global grid, map it, generate writing based on continent including description of geography and climate, travel brochure, creative writing	Sept.

                   

Early Humans, Archaeology, Measuring and Organizing Time: Exploring History With Essential Questions	· Familiarizing oneself with textbook · Thinking critically · Introduction to research  · Collaborating on small, in-class, group project which includes short report, creative element, and presentation	Oct.
Mesopotamia: Looking at Civilization, Learning to Manage a Small Scale Long Term Project	· Taking notes while viewing films · Debating Hammurabi’s Code · Organizing/Managing a long term project · Developing research skills · Presenting on your own with confidence and skill · Mastering information in textbook	Nov.
Ancient Egypt:  You Are an Egyptologist! Learning to Manage a Large Scale Long Term Project	· Investigating a topic meaningful to student · Preparing for field trip to San Jose Rosicrucian Egyptian Museum · Organizing/Managing a long term major project · Mastering information in textbook · C.R.U.N.C.H.-ing online resources: Is the resource: Current? Reliable? Understandable? Navigated easily? Copyright restrictions? Helpful information?	Dec.- Jan.
Ancient Hebrews, Ancient India, Ancient China: Judeo-Christian Impact on History,  China Project	· Investigating a topic meaningful to student · Mastering information in textbook · Organizing/Managing a long term major project · Using knowledge to create a piece of historical fiction	Feb.- March
Ancient Greece, Ancient Rome: Contributions to Western Civilization, Ancient Greece Project	· Investigating a topic meaningful to student · Mastering information in textbook · Organizing/Managing a long term major project · Looking at theater, Greek mythology’s impact on literature · Review/discuss/explore the year’s study in preparation for final exam	April- May
Civilization/ Biome Project: Create a Civilization and Culture and Situate It in a Biome You Studied in Science	· Applying interdisciplinary study to creative project · Collaborating with peers for Academic Innovations Fair Presentation · Organizing/Managing a long term in-class group project · Group presenting with balance and confidence for evaluation by teachers at the A.I.F.	May- June

 

 

 REQUIRED MATERIALS: Students are expected to bring the following materials to every class:

 

• Assignment Book
• Pencil Box
• Binder with paper
• Completed homework
• One thin single subject notebook (keep inside binder)
• Flash drive/USB key (you may use the same one for several classes)

 

 

------------------------------------------------------------------------------------- 

POLICIES AND EXPECTATIONS:

 

• PREPAREDNESS: Students are expected to come to class each day with their homework completed at the beginning of class. (Sixth graders take time to adjust to middle school, and as such, some degree of unpreparedness is expected at the start of the year. Organizational habits and skills will be taught and supported.) If a student is not prepared for class, the 10% of the trimester grade for participation that everyone starts the year with will decrease.
• OUTSIDE READING: Students are expected to complete a minimum of one hour per week of outside reading in addition to all other homework.
• LATE WORK: If a student needs an extension, s/he must request the extension before the deadline.  Daily late work will lose 10% of its value for each day late unless accompanied by a parent/guardian short note. (This brief note with signature can be right on the work itself.)
• ABSENCES: Students must make up work they miss when absent within one week. (See Middle School Policies and Procedures Handbook.) If a student is ill or has challenging circumstances, s/he is encouraged to speak with teachers, and her/his advisor if need be about a flexible make-up schedule for the work.
• TARDINESS: Arrive on time for class.  Late students will receive a Warning Slip and/or additional consequences.
• COMPUTERS AND PRINTERS:  Because we do so much peer editing and work on actual manuscripts during class time, it is ABSOLUTELY ESSENTIAL that students bring a HARD COPY of their writing assignments for class.  Electronic or e-mailed submissions alone are NOT acceptable.  Students will not be allowed to print assignments at the beginning of class (unless there was a legitimate problem printing at home).
• EXTRA HELP AND/OR EXTRA CHALLENGE: It is a teacher’s job to encourage students to ask questions, seek help, work their hardest, and invite them to communicate the need for more work or independent study when the work is not challenging enough. Students may do this before class or after class, by leaving a voice mail, or sending an email.

           

A WORD ABOUT STUDENT BEHAVIORAL EXPECTATIONS:

 

All middle school students are expected to adhere to the WINDRUSH BILL OF RIGHTS. Consequences for inappropriate behavior are laid out clearly in the Middle School Policies and Procedures Handbook.

Additionally, I have my own set of classroom agreements, which were discussed the first week of school. To make a binding contract, myself along with every student signed a poster listing the following:

 

LISA’S 5 SIMPLE COMMUNITY AGREEMENTS FOR STUDENTS:

 

We will:

1. Follow directions.
2. Comply with all school policies.
3. Keep hands, feet, and objects to us.
4. Not name-call, use hurtful language, or bully.
5. Try every assignment or activity and ask for help if we need it.

 

GRADING POLICIES: Below is a description of how grades are calculated by trimester:

• CLASSWORK: 30%
• HOMEWORK: 25%
• MAJOR WRITING ASSIGNMENTS, TESTS, PROJECTS: 25%
• DAILY POSITIVE PARTICIPATION IN/ PREPAREDNESS FOR CLASS: 10%
• OUTSIDE READING/ READING RECORD 10%