Course Expectations:  6^th Grade English Language Arts                                               

1. Description:  This area of study will enhance reading skills through specific reading strategies, literary elements, respected authors, and written as well as verbal reflections to reading materials

Students will be learning to write as well as writing to learn.  English will develop grammatical skills, engage students in creative writing, and give the students several opportunities to experience the writing process.

2. Classroom Goals: Students will be expected to respect a variety of reading genres and the critical thinking of each individual.  Students will leave in June with a greater understanding of reading strategies and a more pleasurable approach toward reading.  

Students will be writing with great frequency.  Note-taking and a variety of writing process strategies will be applied.  Students will learn to incorporate writing strategies with greater frequency.  Vocabulary will be broader.  Students will display more confidence and enjoyment in writing.

3. Texts & Materials: 

Literature Chosen by the Student

Scott-Foresman – Reading Series

Realistic Fiction & other 6^th Grade Team Selections

Steck Vaughn – Spelling Level 7

Grammar Enrichment – multiple sources

Spelling and Vocabulary Activities – Integrated

4. Course Requirements: Students will be expected to keep up with daily assignments.  Writing will be a measure of assessment.  Students should come to class each day with the following

Marble Notebook

Travel Accordion Folder

Assignment Pad

Pencils

Loose leaf paper/spiral notebook

Individual Reading Selection

5. Homework: Assignments will be given daily.  Marble notebook assignments will be given to reflect on the individual reading experience.  Spelling units will be given periodically with quizzes.  Grammar activities will be given to reinforce important writing skills.  Extended assignments will have criteria sheets.  Work for these assignments will have specific due dates.  It is recommended that students read silently for at least fifteen minutes per night.

6. Extra Help:  Activity period will offer additional time. Time will be made available upon request. 

7. Progress Reporting / Grading Policy:  The school year is broken into 10 week quarters.  Progress reports and updates will be given when necessary at or around the five week period. If you need to contact me, I can be reached through the main office and will return your call at my earliest convenience.

8. Grading Policy:  Papers, tests, quizzes, projects, journals, activities, class participation, and homework are all used to compile quarterly grades.

9. Authentic Assessment:  Students will be engaged in projects throughout the school year that will cover a variety of skills and topics.  This means of assessment is an opportunity for students to share with others knowledge that goes beyond the traditional means of testing.  Some projects may be independent while others will be within cooperative groups.

English – The students will be involved in several elements of grammar as the year progresses. Mini-lessons will involve note taking in the second section of the students’ notebooks.  Activity sheets and workbook pages will be assigned to reinforce topic mastery.

Students will be engaged in a number of writing assignments. Some will require extensive time and take each student through the phases of the writing process, while other writing tasks will be on demand in class.  A number of grammar rules and helpful hints will be introduced to better equip all students to perform well on writing tasks.

Writing on demand tasks will be assigned based on reading selections in class.  These tasks will address the NYSELA standards and assessments.  Students will become familiar with writing terminology to better organize themselves: Hook, Thesis, Lead, Transitions, Closing.

Reading – Students should be reading at least 15 minutes a night (someplace quiet).  This reading experience may be assigned work from any class or in some cases a selection of choice for your child.

Any READING COMPREHENSION TEST in class will be based on selections read aloud.  Notes are taken as stories are read. Periodic homework assignments may be to read the notes taken in class to someone at home, have a friendly discussion.  Conversations at home will assist the students in using the reading strategies taught in class;  (question, predict, clarify, connect, evaluate  and summarize – “Big Idea”) and help in improving reading comprehension. Periodically, a graphic organizer may need to be filled out or some other assignment will be given to reinforce the content taught in the lesson.

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Irony:             Jen being a “Baron” and  going shopping with her mom for girly items                 

p. 86  Sean typing: “…glad to see you’re among the living.”

p. 118  Jen whispered to Luke, “We can hope.” Just before she left for the rally

p. 131  Jen’s dad working for the POPULATION POLICE

p. 140   Jen’s dad getting a commendation ceremony for the “disposal” of 40 illegals

p. 141 Jen’s dad flung open the closet door and asked them to start their search there

p. 147 Luke left with a  suitcase full of fancy Baron clothes

p. 149  Luke said, “I want to do something with my life…Make a difference.”

Figurative Language: Be able to identify the CONTEXT of each use of figurative language; Who? What? Where? When? Why? And How?

p. 63  “…maybe he was like the prey of a snake that hypnotizes its victims before it eats

            them.” (visit to the Sports Family’s house)

p. 65  “I’m your ticket out of here.” (Jen telling Luke)

p. 83  “and Jen said ‘as bubbly as shaken soda’…” (When she was talking to Luke about…)

p. 112  “Luke could feel ICE in her words.” (What did Luke say that caused this?)

p. 127  “Stop Jen, that’s like trying to stop the sun.” (Luke telling Jen’s dad, why?) 

p. 131  “…he’d be like a mouse in its hole.” (Why? How is this different than Jen?)

p. 150  “His father’s words stabbed him.”   (Luke’s father hurt him with his words, how / why?)

Society:          p. 92 Reason for the Population LAW –

                        Twenty years ago…too many people, not enough food…terrible droughts

                        What happened to food?

p. 136 – 137 General Sherwood promised LAW / ORDER / and FOOD for all!!! 

TOTALITARIANISM - completely regulated by the state especially as an aid to national mobilization in an emergency… a political regime that takes strict control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism) p.89 BOOKS,   p. 103-104 POSTERS,  p.120 RADIO

p. 72 “Haven’t you learned? Government Leaders are the worst ones for breaking laws…”   

p. 102 “When I was little, mom used to take to a play group that was all 3^rd children…”

p.103 Government propaganda about pregnant women

p. 135 Famines EFFECTS ~ hunger, riots, government overthrown

p. 136 Government CONTROLING the people

                        p. 148 Donors – much like organ donors, a secret group donated ID’s

Pro vs. Anti – Government:

Which publication fits as PRO and which fits as ANTI – government?

(write a brief explanation to remind yourself)

-         The Famine Years Revisited

-         The Population Law is Evil

-         The Population Disaster

-         The Problems of the Shadows

Luke’s causes…

Finding out if a 3^rd child existed in the Sports Family’s house after the WOODS were taken down

Loyalty and his ability to be Trustworthy

Luke’s “HOPE” in helping CHANGE the government (p.146)

All about Jen:

VOCABULARY:

stupefied, pristine, propaganda,  sabotage, desist, famine

FORESHADOWING:    p. 74 Chapter 16,   p.110 Chapter 22,  p.114 Chapter 23

Please replace  NEW IMPORTANT DATES

2008 Quarter 3

 Quarter 3      Important Dates:

1/29/08 – Among the Hidden – individual tasks collected

2/5/08 – Among the Hidden – Reading Comprehension TEST

2/12/08 – CEREAL BOX BOOK PROJECT is due