• English Grade 6 Syllabus

    Mrs. Croteau

       Room 04-107

    (352) 671-6120

     Debra.Croteau@marion.k12.fl.us

     

    Course number: 1001010

    Abbreviated Title: M/J Language Arts

    Grade Level: 6

    Texts:

    Textbook: Houghton Mifflin Harcourt Florida Collections Grade 6

    Workbook: Houghton Mifflin Harcourt Collections Close Reader Grade 6

    Workbook: Houghton Mifflin Harcourt Performance Assessment Grade 6

    Novels (to be announced)

     

    Materials:

    • A schoolwide binder with loose leaf paper for taking notes. This needs to be brought to school EVERY day.
    • Subject dividers
    • Composition Book
    • Pen (blue or black ink) or Pencil
    • Notebook paper
    • 1 Two Pocket folder (without clips) in the same color (will be used as a writing folder)

    Students should come to class with a writing utensil, binder, and composition book daily. They may use pens, but they should use blue or black ink. Additional materials may be needed throughout the year for class projects and other assignments.

    VERSION DESCRIPTION

    The purpose of this course is to provide grade 6 students, using texts of appropriate complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.

    GENERAL NOTES

    The content should include, but not be limited to, the following:

    • active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
    • analysis of literature and informational texts from varied literary periods to examine:
      • text craft and structure
      • elements of literature
      • arguments and claims supported by textual evidence
      • power and impact of language
      • influence of history, culture, and setting on language
      • personal critical and aesthetic response
    • writing for varied purposes
      • developing and supporting argumentative claims
      • crafting coherent, supported informative/expository texts
      • responding to literature for personal and analytical purposes
      • writing narratives to develop real or imagined events
      • writing to sources (short and longer research) using text based claims and evidence
    • effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
    • collaboration amongst peers

    Special Notes: Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.

    • Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
    • Making close reading and rereading of texts central to lessons.
    • Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
    • Requiring students to support answers with evidence from the text.
    • Providing extensive text-based research and writing opportunities (claims and evidence).

    Grading/Evaluation: 

    Report Card and Interim Grades: 

    90%-100% = A 

    80%-89% = B 

    70%-79% = C 

    60%-69% = D 

    59% and below = F 

     

    Assignment Values/Weights: 

    *10% Homework 

    *50% Daily class assignments and quizzes.  

    *40% Tests, Projects and Presentations. 

     

    Procedures for Homework and Absences: 

    Homework Policy: Late work will not be accepted.  When assignments are written on the whiteboard and on the web page, a due date is assigned. Students are expected to check the assignments scheduled and turn in the assigned work before the due date or on time.  Procedures for Absences: Work not previously assigned to student will be given to student upon returning to school and due at the time that is equal to the number of days absent, or forwarded to Guidance for parental collection if student will be absent for an extended time, and the work is to be completed and turned in upon returning to school.  Work assigned to student prior to absence will be accepted on the day the student returns to school. 

    Preparation for Class: Students enter the classroom quietly and holding their binder.  They must hang their string back pack up on the hook in the back of the room, retrieve their bell work journal from assigned area, and go to their assigned seat with their journal and binder. The student will then start their bell work.  

    My Expectations: 

    All students come to class ready to learn.  Students will be expected to participate in classroom discussions and assignments.  I expect every student to work diligently on their assignments and turn them in on time. There will be a substantial amount of writing. I expect every student to be respectful at all times, keeping their hands to themselves, and to make good decisions always. I will not tolerate vulgarity in my classroom.  

     

    CLASSROOM RULES: 

    • Our class is based on the CARE philosophy: 
    • Conduct 
    • Attendance 
    • Respect 
    • Effort 
    • “Five Golden Guidelines” 
    1. Be on time and where you are supposed to be.
    1. Be prepared and on task. 
    1. Ask for what you need. 
    1. Strive for excellence and always do your best. 
    1. Respect the rights, responsibility, and property of others. 
    2. Obey all LWMS rules