8th Grade Language Arts Curriculum - Weebly



6th Grade Language Arts Curriculum

Mrs. Katelyn Freitas

freitask@chapel-

952-949-9014

Course Description:

The goal for 6th Grade Language Arts is to strengthen students’ reading, writing, and literary analysis skills to prepare them for the upper-middle school grades. In this course, students will read, clarify, summarize, and question a variety of literature including short stories, novels, poetry, and informational texts. Students will also respond to the literature they read through class discussion and the writing of creative, descriptive, and research-based essays. I hope that as a result of this class, students will grow in their faith and develop a love for literature and strengthen their communication skills to benefit them for the rest of their lives. *Plans are subject to change.

Students will read:

Fiction

• Realistic Fiction Novel: Where the Red Fern Grows, Wilson Rawls

• Historical/Biblical Fiction Novel: The Bronze Bow, Elizabeth George Speare

• Realistic/Adventure Novel: Hatchet, Gary Paulsen

• Selection of Short Stories

• Choice Novels (Independent Reading)

See Book List

• Various poetry selections: traditional, modern, and classical

Nonfiction

• Memoir/Biographical

• Informational text (to go along with research project at end of year)

• Speeches

• Expository Material

Students will write the following:

• Journal Entries/Responses

• Writing skills practice clauses, sentences, and paragraphs

• Introduce literary analysis and response paragraphs

• 3 Paragraph Research Project

summarizing information from sources

introduce quote insertion and in-text citations (MLA formatting)

• 1 Paragraph Essay-Drafts, Revisions, Final Copy

• 5 Paragraph Creative Essay (Name Essay)

• 2-3 Paragraph Creative Compare/Contrast Essay (Shell Essay)

• Multiple Poems-Traditional and Invented

Students will work on speaking skills through the following:

• Poetry recitation

• Informal individual and group presentations

• Small group and whole group structured discussions

Students will also

• Respond to prompts related to literature read in class.

• Include the traits of good writing into their own writing.

• Develop quality writing by generating key word outlines and incorporating dress-ups and sentence openers as outlined in the Excellence in Writing curriculum.

• Use effective transitional patterns in organized writing.

• Use the research process and multiple sources to gather and summarize information about a topic of their choice.

• Dramatize and evaluate works of literature in groups (reader’s theater, poetry, and discussion-debate).

• Compare and contrast, predict, infer, summarize, interpret, clarify, organize, analyze, judge, and evaluate when reading.

• Identify and interpret figurative language.

• Use proper grammar skills through instruction and writing practice.

• Increase vocabulary by completing units in Sadlier’s Vocabulary Workshop workbook.

Grading Policy

Grades will be weighted and will reflect the following division:

30%-Tests/Quizzes 15%-Outside Reading Requirements

25%- Daily Work/Assignments 25%-Projects

5%- Participation

(Student/Teacher Evaluation)

Late Work May Fall Under the Following Penalties:

• Projects-10% will be taken off for each day late down to 50% (that is, if the assignment meets requirements)

• Daily assignments-immediately dropped to 50% if late (daily assignments are pertinent to what we do each day in class)

• *If an assignment is not turned in by the end of the quarter, it will automatically become a zero in the gradebook.

• Students will receive three “passports” for late work each quarter to receive full credit on a missing or late assignment

Depending on the situation, the teacher reserves the right to refuse late work. Students must notify the teacher in advance if work is going to be late in order to make proper arrangements.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download