Goal Statement: - Tyrone Area School District



ELA Course Syllabus 2020-2021Instructor: Steven StonerGoal Statement:Reading studies will focus on the skills of reading literature, fiction, and non-fiction texts, writing, speaking, listening, word relationships and recognition, vocabulary, and comprehension. Instructional Outcomes:Students will read critically, write effectively, and communicate efficiently, providing the foundation for career opportunities. This course will create readers who are able to comprehend, analyze, synthesize, and apply what they have read in a variety of genres through writing and speaking in a clearly developed manner. ELA Big Idea: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.ELA Essential Question: How does interaction with the text provoke thinking and response?Reading:Big Ideas:Effective readers use appropriate strategies to construct meaning.Critical thinkers effectively and skillfully interpret, analyze, evaluate and synthesize information.An expanded vocabulary enhances one’s ability to express ideas and information.Essential Questions:How do strategic readers create meaning from informational and literary text? What is this text really about? How does interaction with text provoke thinking response?How do readers know what to believe in what they read, hear, and view and how does interaction with text provoke thinking and response?How do learners develop and refine their vocabulary, what strategies and resources do they use to figure out unknown vocabulary, and why learn new words?Scope and SequenceInstruction based upon individual student ability and need, as demonstrated on pre, formative, and summative assessments.Writing:Big Idea: Purpose, topic and audience guide the type of writing you create.Essential Questions:How do we develop into effective writers? How do we use sentence variety, descriptive words, and literary devices to create style, tone, and voice?Writings Types: informative /explanatory writing and multimedia presentation ?(other option: journal entry/figurative language)Word Study: Grammar: Pronouns: Reflexive (E06.D.1.1.1 objective and E06.D.1.1.2 intensive)Pronouns: Pronoun-Verb Agreement (E06.D.1.1.3 shifts in number and person)Pronouns: Pronoun-Verb Agreement (E06.D.1.1.3 shifts in number and person)Vocabulary: Figurative LanguageIdiomImageryRhyme techniquesmeterMetaphorSimileAlliterationOnomatopoeiaMemoirPersonificationAssessments: Created by each individual ELA teacherGrammar Alignment 2016-2017 ELA Core Team6th GradeGrammarDevelop (Introduce After You’re Done with Mastery)Master(Need to Know for Test)Review(Mastered in Previous Grade Level)E07.D.1.1.1 Explain the function of phrases and clauses in general and their functions in specific sentences.E06.D.1.1.1 Ensure that pronouns are in the proper case (ie. Subjective; objective; possessive)E05.D.1.1.2 Form and use Perfect Verb Tenses (I had walked, I have walked, I will have walked)E07.D.1.1.2 Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships between ideas.E06.D.1.1.2 ?Use intensive pronouns (eg. Myself; ourselves)E05.D.1.1.3 Use verb tense to convey various times, sequences, states, and conditionsE.07.D.1.1.3 Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.E06.D.1.1.3 Recognize and correct inappropriate shifts in pronoun number and personE05.D.1.1.4 Recognize and correct inappropriate shifts in verb tenseE07.D.1.1.1 Explain the function of phrases and clauses in general and their functions in specific sentencesE06.D.1.1.3 Recognize and correct inappropriate shifts in pronoun number and personE05.D.1.1.5 Use correlative conjunctions (eg. Either/or; neither/norE07.D.1.1.2 Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships between ideasE06.D.1.1.4 Recognize and correct vague pronouns (ie. Ones with unclear or ambiguous antecedents)E05.D.1.2.2 Use a comma to separate an introductory element from the rest of the sentenceE.07.D.1.1.3 Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiersE06.D.1.2.3 Use punctuation to separate items in a seriesE05.D.1.2.3 Comma to set off the words yes and no (ex. Yes, thank you)E07.D.1.2.3 Use punctuation (eg: commas, parentheses, dashes) to set off nonrestrictive/parenthetical elementsE06.D.1.2.1 Use puncuation (eg. Commas, parentheses, dashes) to set off nonrestrictive/parenthetical elementsE05.D.1.2.3 Comma to indicate direct address (eg. Is that you, Steve?)E07D.1.2.1 Use a comma to separate coordinate adjectives (eg: It was a fascinating, enjoyable movie but not He wore an old [ , ] green shirt)E06.D.2.1.1 ?Vary sentence patterns for meaning, reader/listener interest, and styleE05.D.1.2.4 Use underlining, quotation marks, or italics to indicate titles of worksE06.D.2.1.2 ?Maintain consistency in style and toneE05.D.1.2.5 ?Spell grade-appropriate words correctlyEO5.D.2.1.3 Choose punctuation for effectE05.D.2.1.1 ?Expand, combine, and reduce sentences for meaning, interest, and styleE06.D.2.1.5 Choose words & phrases for effectE05.D.2.1.2 ?Choose words and phrases to convey ideas preciselyE05.E.1.1.1 Introduce text, state opinion and/or topic, establish situation, and organize structure with ideas grouped logically to support the writer's purposeE05.E.1.1.2 Develop anaylsis using a variety of evidence from text to support claims, opinions, ideas, and ?inferencesE05.E.1.1.3 Link ideas within and across categories of information using words, clauses & phrases (eg. In contrast; especially)E05.E.1.1.4 Use precise lang & domain specfic vocab to inform about or explain the topic and/or convey the experience/eventsE05.E.1.1.5 Establish and maintain a formal styleLiterature Vocab. Sixth GradeE07.A-V.4.1.2 Interpret figures of speech in context (eg: literary and mythological allusions)E05.A-V.4.1.1 Use Greek & ?Latin roots and affixes (audience, auditory, audible) as clues to meaningE06.A-V.4.1.2 Use the relationship between words to better understand the words (eg. Cause/effect; part/whole; item/category; synonym/antonym)E05.A-V.4.1.1 ?Use context clues to determine meaning of a word or phrase.06.A-V.4.1.2 Explain meanings of personification in context.E06.A-V.4.1.2 Explain meanings of hyperbole in context.E06.A-V.4.1.2 Distinguish among the connotations of words with similar denotations (eg. Stingy; scrimping; economical; unwasteful; thrifty)Word StudyROOTs to be Mastered by Grade Level:If, through an assessment, students do not know the roots from a previous grade level you may go back and teach those roots.Also, once a student has mastered the 6th grade level roots you may move ahead and offer that student the 7th grade roots.5th Grade 1. Tri2. Graph3. Geo4. Therm5. Scope6. Meter7. Pent8. Oct9. Fract6th GradeQuad/quarQuintPentOctDecCentPloyOmniMinMagni7th Grade8th GradeCredPhonUrbVis/vidAudChron / tempor VocCorpAssessments:Pre-Assessments: A Pre-assessment will be given at the beginning of the course to gain an understanding of individual preparedness for new learning, specific learning differences among students, and where to begin curriculum goals. I-Ready will be main assessment tool. The teacher will differentiate instruction, guide whole-group instruction, plan learning activities that address varying levels of readiness, determine which students have/have not achieved mastery of specific objectives, identify problems that might cause students difficulty with mastery of an objective, form flexible groups, and determine master level of individuals or small groups based on pre-assessments. Formative Assessments: Formative assessments will be incorporated daily into classroom instructional practices, which will include bell ringers, quizzes, daily work, demonstrations, written drafts and final copies, graphic organizer, exit slips, test reviews, direct questions, systematic observation, discussions and any other assessment format the teacher deems effective. Formative assessments provide information needed to adjust teaching and learning while they are happening in order to get direct, constant feedback. Feedback will be given based on product, process, and progress. Providing feedback allows students to be a part of the learning environment and to develop self-assessment strategies that will help with their own metacognition. Summative Assessment: Summative assessments are used to evaluate student learning at the end of an instructional unit by comparing it against the pre-assessment. Summative assessments can include I-Ready assessments, end of unit tests, papers, projects, or presentations. Grading Policy:A+ 97-100%B +87-89%C+ 77-79%D+ 67-69%F 0-59%A 96-96%B 83-86%C 73-76%D 63-66%A- 90-92%B- 80-82%C- 70-72%D- 60-62%Make-up Work Guidelines:Students will be given the opportunity to make up missed work and tests after being absent. It is the responsibility of the student, upon returning to school, to contact the teacher for make-up work and to complete that work. Students will have two school days to make up assignments. The teacher will use his discretion to further extend that time when necessary and a student may be given more time if their absence was extended. If a student fails to complete a test/assignment that has been re-scheduled by a teacher due to absences, the grade automatically become a zero until that work is completed. Students are to make up all work missed during a suspension or absence from school. Grades will not be lowered for disciplinary reasons. A “class participation” grade may be lowered if the student’s lack of attendance or behavior prevents him/her from making a meaningful contribution to class. Agenda (Assignment Book)All students receive an agenda that contains a list of school policies and procedures as well as an assignment area. Teaching organizational skills is a very important part of our program and the Agenda is an integral part of that process. The student is required to bring the Agenda to school each day and to take it home each evening. Parents/Guardians will then have the opportunity to review the assignment list to help your child plan his/her time. OrganizationEach student is expected to have a three-ring binder or trapper keeper with rings 1? to 2 inches in size or an accordion folder, a five subject notebook, 5 pocket folders, highlighter and pencils. The binder serves as an important organizational tool allowing most of your child’s materials to be placed in one location that is easy to transport and harder to lose. The spiral notebook will be used for note taking and pocket folders for homework in each individual class. All of these items can fit into the three-ring binder or accordion folder along with the agenda.Classroom Rules and ProceduresBeing a student means that school is your job and good grades and special privileges is your salary. While each child is working here at school we expect behavior that does not interfere with his/her learning or the learning of other students. The following procedures are intended to encourage success:Each child is expected to come to class prepared to work. This means having the right attitude and materials including the three-ring binder/accordion folder, notebook, folders, agenda, books and a pencil. If a student does not have his/her necessary materials, he/she will lose privileges.Homework is to be completed by the date assigned. To make sure that there is no confusion each teacher will write assignments on the board and have the student copy them into his/her agenda. If an assignment is incomplete it will be graded and that student will be provided tutorial time in order to help complete the work. Once a late assignment has been completed a student may receive partial credit. An assignment that is never completed will result in a grade of zero.An adult is often asked to sign items such as the agenda, tests or papers. A signature is a way of making sure that the parent/guardian has seen the work and is aware of the grade. A student will have two school days to have an assignment signed before it is marked as an incomplete assignment.Students may chew gum in class as long as the gum is not seen, heard, or garbage related to the gum is found.As is stated in the agenda, students are not permitted to eat or drink during classes or in the halls. Also, food may not be taken out of the cafeteria. The only exception is a student may have water that is in a clear container. To avoid spills and possible accidents, the container must have a lid and should be closed when in the halls.Notes:It is the student’s responsibility to keep up with class work and ask the teacher about his/her progress. Progress reports will be provided as a part of the Advisory program, but are always available on Sapphire.Teachers are granted the flexibility with the procedures they use for grading the students in the classroom. In order to truly measure each individual student’s understanding and mastery of the material, it may be necessary to alter their grading procedures and assessment options. Authentic and informal assessments will be used, along with formal assessment procedures, to ensure that all students are given equitable opportunities to demonstrate their understanding and mastery of class material, taking full advantage of all learning modalities. Daily Classroom ProceduresPoliciesSchool Wide Expectations: Students are required to follow all rules posted in the Student Handbook in addition to my classroom rules. If you are unsure of the District’s policies please review them. Our school will follow the SOAR principles.S Strive for SuccessO Observe SafetyA Act with IntegrityR Respect AllTEAM Level Expectations: Classroom Expectations:Use self-controlAvoid behaviors that disrupt teaching and/or learning Respect yourself, your teacher, your peers and your schoolBe responsible for your work, your learning, and your actionsHomeworkAll homework will be posted in the classroom and on Sapphire. PlannerPlanner/Agenda books are used to prepare for success. We will organize our week, track daily homework, record special events and communication with parents. The planner is also a student’s hall pass, when completed by a teacher. It is important that a student have his or her planner with them at all times. Class attendanceClass attendance is necessary for students to learn the material and ask questions as it is presented. It is the responsibility of the student to ask the teacher for any missed homework when they are absent from class. When this make-up work is provided the student will be provided with an appropriate due date for that assignment. Restroom UseRegular restroom breaks are scheduled into the Sixth Grade schedule and students will be permitted to leave class for an emergency situation. In this event, the student must have their agenda hall pass completed and signed by the teacher. It is the student’s responsibility to obtain any missed information.Reading/Writing Syllabus You will learn to?write for different purposes and audiences.?You will learn to?write clear and focused text to convey a well-defined perspective and appropriate content. Informative/Explanatory Opinion/Argumentative Narrative Response to Literature Production and Distribution of Writing Technology and Publication Conducting Research Credibility, Reliability, and Validity of Sources Range of WritingConventions- grammar rulesThe following syllabus provides a framework based on the Common Core Standards to be addressed for the ELA/Writing instruction at the Sixth Grade level.?Below is a list of writing skills, grammar, grading criteria, and vocabulary learned during this writing course.Technology integration in the classroom will consist of the student using a Chrome book specifically to complete writing assignments using Canvas.6th-grade writing will focus on text dependent analysis questions, narrative, informational, and argumentative writings.Text Dependent Analysis WritingText dependent analysis questions are designed to ask questions that force students to synthesize answers based on specific evidence within a reading passage and demonstrate their ability to interpret the meaning behind that evidence. Text dependent analysis writing will focus on strategies that use writing to teach academic vocabulary, improve comprehension of nonfiction text, and write effective responses to text-dependent analysis questions.*Grading guidelines for Text Dependent Answer (rubric is listed in grading guidelines) Total of 25 Points Narrative WritingNarrative writing refers to an expository (descriptive) writing approach that discloses details of an act, event or phenomenon. It tells a story meant to lead the reader to an important conclusion or meaningful realization or life rmational WritingInformational/ explanatory writing conveys information accurately. The writer's purpose is to increase the reader's knowledge, to help the reader better understand a procedure or process, or to increase the reader's comprehension of a concept.Argumentative WritingThe argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.?GrammarThe following grammar lessons will be taught and mastered throughout the school year.Pronouns are in the proper case-subjective, objective, and possessive.Use of intensive pronouns-myself ourselves.Recognize and correct inappropriate shifts in pronoun number and person.Recognize and correct vague pronouns.Use punctuation to separate items in a series; commas; parentheses; dashes.Vary the length of sentences.Recognizing and correcting run-on and fragment sentences.Punctuate dialogue.Use of transitional words and phrases for effect e.g., cause/effect, compare/contrast, voice, and tone.??VocabularyFCA’s-Focus Correction Areas:FCA’s are based on common core standards and are used in all writing rubrics. FCA’s are created for the student as a focus. As each student shows mastery of their assigned FCA’s, one more FCA is added until mastery is shown consistently in the student’s writing. FCA’s are created to address individual student needs.Five Types of Writing:Type I Capture Ideas: ?A quick-write used to stimulate student thinking through reflection, brainstorming, or activating background knowledge. Teachers give students a minimum number of lines or ideas to include in their responses, along with a time limit – usually 3-5 minutes.Type II Respond Correctly: A written response, used as a review or informal assessment of content and/or skills taught previously. Teachers may give students a specific question or prompt based on what they have learned, along with a time limit – usually 5-10 minutes.Type III and Type IV Self Edit/ Peer Edit for FCA’s: More formal paragraphs or compositions of “best effort writing” that meet up to three standard requirements selected by the teacher, called “focus correction areas” (FCAs). Students plan, write, and revise their work based on the assignment and the specific FCAs. Type III includes self-revision and editing, while Type IV includes peer-revision and a second draft. The composition may take a variety of forms, such as narrative, informational, persuasive, research, and include any content area. Writing is assessed and teachers provide specific feedback based on the FCAs.Type V Publish: A composition that has undergone multiple revisions and drafts for possible publication. (These may include formal essays, short stories, poems, etc.)-22860011430000-66675-26670000Assessments:Pre-Assessments:?Pre-assessments will be given at the beginning of each unit to gain an understanding of individual preparedness for new learning, specific learning differences among students, and where to begin curriculum goals. Teachers will differentiate instruction, guide whole-group instruction, plan learning activities that address varying levels of readiness, determine which students have/have not achieved mastery of specific objectives, identify problems that might cause students difficulty with mastery of an objective, form flexible groups, and determine master level of individuals or small groups based on pre-assessments.Formative Assessments: Formative assessments will be incorporated daily into classroom instructional practices, which will include quizzes, daily work, demonstrations, work samples, work samples, sketches, drawings, diagrams, logs, records, journals, drafts, graphic organizer, exit slips, preview, review, direct questions, systematic observation, and discussions. Formative assessments provide information needed to adjust teaching and learning while they are happening in order to get direct, constant feedback. Feedback will be given based on product, process, and progress. Providing feedback allows students to be a part of the learning environment and to develop self-assessment strategies that will help with their own metacognition.Summative Assessment: Summative assessments are used to evaluate student learning at the end of an instructional unit by comparing it against the pre-assessment. Summative assessments can include the end of unit tests, papers, projects, or presentations.Grading System:? ? ? ? ? ? ? ? ? ? ? ?Writing and Skill WorkQuizzes/Writings ? ? ? ? ? ? ? ? ? ? ? ? ? ?10% Summary, Quizzes,Projects ? ? ? ? ? ? ? ? ? ? ? ? ?Tests, Type 4 Writing6th-Grade ELA Criteria for Advanced Placement in 7th-grade.95% of summative assessments 95% as a final grade averagGrading Policy:A+ 97-100%?????? B? +87-89%????????? C+? 77-79%????????? D+? 67-69%????????? F? 0-59%A 96-96%????????? B??? 83-86%?????????? C??? 73-76%?????????? D??? 63-66%?????????????????????????A- 90-92%?????????? B-?? 80-82%????????? C-?? 70-72%????????? D-?? 60-62%Makeup Work Guidelines:Students will be given the opportunity to make up missed work and tests after being absent. It is the responsibility of the student, upon returning to school, to contact the teacher for make-up work and to complete that work. Students will have one school day for each day they were absent to make up assignments. It is the responsibility of the teacher to provide make-up work for absences. A student will be given a reasonable amount of time for make-up work. Teachers will use their discretion to further extend that time when necessary. If the students have been absent for more than one day, they will be given one additional day to prepare before they take a test. They may be given more time if their absence was extended. If a student fails to complete a test/assignment that has been re-scheduled by a teacher due to absences, the grade automatically becomes an incomplete until the assignment is completed. If a student arrives late to school, he or she is responsible for contacting the teacher that day to take any test scheduled or submit work due that day.? Failure of the student to contact the teacher or make up the work within the time allotted will result in a zero for a grade. Students are to make up all work missed during a suspension or absence from school. Grades will not be lowered for disciplinary reasons. A “class participation” grade may be lowered if the student’s lack of attendance prevents him/her from making a meaningful contribution to the class. Both students and parents will be informed of this circumstance, as well as the principalNotes:It is the student’s responsibility to keep up with class work and ask the teacher about his/her progress. It is the teacher’s responsibility to notify first the student, prior to notification of the parents/guardian, when the student’s class average falls below a C. Progress reports will be sent home to all students midway through the marking period. They must be signed by a parent or guardian and returned within 5 days or by the date assigned. Teachers are granted the flexibility with the procedures they use for grading the students in the classroom. In order to truly measure each individual student’s understanding and mastery of the material, it may be necessary to alter their grading procedures and assessment options. Authentic and informal assessments will be used, along with formal assessment procedures, to ensure that all students are given equitable opportunities to demonstrate their understanding and mastery of class material, taking full advantage of all learning modalities. ................
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