Tyrone Area School District



Syllabus for Sixth Grade ELA WritingThe 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 that will be taught during the year.Technology integration in the classroom will consist of the student using a Chrome book specifically to complete learning using reading passages and Canvas writing assignments.?FCA’s-Focus Correction Areas:Focus Correct Areas- 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.ELA Writing and Text Dependent Analysis QuestionsYou 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 rmative/ExplanatoryOpinion/ArgumentativeNarrativeResponse to LiteratureProduction and Distribution of WritingTechnology and PublicationConducting ResearchCredibility, Reliability, and Validity of Internet SourcesConventions- 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 in Canvas) Total of 15 to 20 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.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.)Grammar The 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, fragment sentences, and subject verb agreement.Punctuate dialogue.Use of transitional words and phrases for effect e.g., cause/effect, compare/contrast, voice, and tone.6th-Grade ELA Criteria for Advanced Placement in 7th-grade.95% of summative assessments 95% as a final grade averageMakeup 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. Assessments: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, 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 Reading SkillsTDA Writings ? ? ? ? ? ? ? ? ? ? ? ? ?Quizzes Vocabulary/Skill LessonsStudent Designed Projects-Powtoon Videos, Google Slides ? ? ? ? ? ? ? ? ? ? ?Unit Tests, Type 4 TDA WritingsGrading Codes in Sapphire:M- Missing counts as a zero (Completed assignments will be accepted for a grade)EX-Excused (Student was not assigned this particular assignment, no need to complete)TL-Too Late (Will not be accepted; results in a zero)ABS-Absent (Assignment needs to be completed)ANC-Academic non-compliance Student refused to complete assignment. Student will have a chance to complete assignment for homework or completed during advisory. If assignment is completed a grade will be entered in Sapphire. If the assignment is not completed a zero will be given.?Grading Policy:A+ 97-100%?????? B? +87-89%????????? C+? 77-79%????????? D+? 67-69%????????? F? 0-59%A 93-96%????????? B??? 83-86%?????????? C??? 73-76%?????????? D??? 63-66%?????????????????????????A- 90-92%?????????? B-?? 80-82%????????? C-?? 70-72%????????? D-?? 60-62%Notes: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.Behavior:Your child is expected to follow school rules. It is our goal to work with you and your child to eliminate these behaviors in order to make this a positive learning environment. We challenge each student to always do their best, be kind to each other, respect school property, be prepared for class, be on time for school and classes, be involved in the school, set high standards, and to make their family proud. The parent will be notified if your child is assigned a lunch detention for behaviors that interferers with other student learning. This form will be sent home with your child to be signed and returned with-in 3 school days.??? ................
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