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LA and SS Syllabus


6th Grade Language Arts and Social Studies

Expectations:

I believe that all students are wonderful and amazing people who can learn in the right environment.  I do my best to differentiate instruction to meet the needs of all students through various our classroom activities, through conferences, and with accommodations.  In return, I expect that my students will come to school prepared to learn and will strive to do their best.  I also expect my students to be good people who are helpful and kind to others.

Grading Policy:

50% - Assessments and large projects

30% - Quizzes

20% - Classwork and practice


Synergy will be updated weekly.  Please remember that it will take some time to grade and enter all of the assignments.  I would suggest that families check Synergy once or twice a week and communicate with teachers about scores as needed.  This year, we are asking students to advocate for themselves more than they have in the past by communicating their needs.


Homework/Late Work:

I do not assign nightly homework, however, students may occasionally have homework if they did not finish an assignment in class, or if they are wanting to take an assignment further.  During novel studies, students may have reading to do at home in order to be prepared for their discussion the next day. Late work is accepted until the end of the unit, but will not receive full credit.  


Technology:

Please be sure that your student comes to school daily with a charged Chromebook.


Language Arts Units of Study


Trimester 1

Trimester 2

Trimester 3

Reading Literary Text

6.1 Cite textual evidence and infer

6.2 Theme and summary

6.4 Word choice

6.6 Point of view


Books – Class novel (Schooled) and Literature Circles (student choices)

6.1 Cite textual evidence and infer

6.3 Theme and summary

6.4 Word choice

6.5 Structure of text


Books – Iqbal read aloud, Class novel (Stepping on the Cracks), Literature Circles, and non-fiction.

6.1 Cite textual evidence and infer

6.3 Theme and summary

6.4 Word choice



Books - Literature Circles

Reading Informational Text

6.2 Central idea and summary

6.4 Word choice

6.1 Cite textual evidence

6.2 Central idea and summary

6.4 Word choice

6.5 Structure of Text

6.8 Trace and evaluate claims


6.1 Cite textual evidence

6.2 Central idea and summary

6.4 Word choice



Writing

6.1 Argumentative Literary - Essay focusing on a character and their development in a story.


6.2 Expository – Essay focusing on an activist and how they are helping make the world a better place.


6.3 Narrative – Several short writing pieces about themselves which will be included in an Identity Book.

Speaking and Listening

6.1 Group Discussions/Socratic Circles


6.1 Group Discussions/ Socratic Circles

6.4 Speeches – Loud and Clear presenters from Oregon Children’s Theater.

6.1 Group Discussions/Socratic Circles


Language

6.2 Conventions

6.3 Vary Sentence Patterns

6.5 Figurative Language


6.2 Conventions

6.3 Vary Sentence Patterns

6.5 Figurative Language

6.2 Conventions

6.3 Vary Sentence Patterns

6.5 Figurative Language









Social Studies Units of Study


September

Geography - Human/Environment Interaction

October

Early Humans

November/December

Mesopotamia

January/February

Egypt

March

Mesoamerica

April

China

May

India

June

Extension Project - Create a civilization



One of the main focuses in Social Studies is teaching the students how to cite evidence and back-up their ideas with evidence from a text.  With each unit the students will be given the opportunity to grow in this skill as it will be an essential skill to master for their future.  Also, I encourage the students to think deeply about the ancient past and make connections to our lives today.  Students in Social Studies will be given expository reading and writing activities as an extension of our Language Arts curriculum












Key Standards:

Standard

Advanced

Proficient

Progressing

Developing

Core Standard 7:


Locate and examine physical and human characteristics of places and regions, their impact on developing societies, and their connections and interdependence.


Thoroughly examine how the environment and humans impact each other by providing  examples of:

  • Depend

  • Adapt

  • Modify

with multiple connections to how society’s development was impacted.

Examine how the environment and humans impact each other by providing examples.

  • Depend

  • Adapt

  • Modify

with 1 connection to how society’s development was impacted.

Examine how the environment and humans impact each other by providing at least 2 examples of:

  • Depend

  • Adapt

  • Modify

without making connections to how society’s development was impacted.

Student does not identify examples of:

  • Depend

  • Adapt

  • Modify

Historical Knowledge 6.3:


Describe the rise; the political, technological, and cultural achievements; and the decline of ancient civilizations.


Analyze the cause and effects of the political, technological, and cultural achievements contributed to the rise and fall of ancient civilizations using detailed examples.


Ex: Plow - regular food supply - surplus - trade

Describe the cause and effect of the political, technological, and cultural achievements contributed to the rise and fall of ancient civilization with one example.


Ex: Plow -  regular food supply

List the political, technological, and cultural achievements of a society.


Ex: Plow

Unable to categorize achievements as political, technological, and cultural.

Social Science Analysis 6.23:


Interpret documents and data from multiple primary and secondary sources.

Offers in-depth analysis and interpretation of the document:

  • Main idea is clear and intriguing

  • Examples are cited to support conclusions

  • Conclusions drawn are logical

  • Author’s bias is acknowledged

  • Compares and contrasts information with other reliable sources

Offers accurate analysis of the document:

  • Main idea is clear

  • Examples are cited to support conclusions

  • Conclusions drawn are logical

  • Author’s bias is acknowledged

Offers a minimal analysis of the document:

  • Main idea is unclear

  • Examples are limited and do not support the main idea

  • Conclusions drawn are not always logical

  • Perspective and reliability of author is not acknowledged

Reiterates one or two facts from the document, but does not offer any analysis or interpretation of the document.

Writing 6.2:


Write informative/expository texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.


Purpose and main ideas:

  • Clear, focused, interesting

Supporting details:

  • Many strong, rich, specific details explain the main ideas

  • makes topic interesting

  • explained in-depth

  • seem carefully chosen for audience and purpose

Outside resources, if used:

  • Provide strong, accurate, reliable details

  • Writer shares new understandings

Purpose and main ideas:

  • Clear, focused, easy to understand

Supporting details:

  • Most details are specific and there are enough to develop main ideas

  • Mostly on topic

  • Most are explained

  • Some awareness of audience and purpose

Outside resources, if used:

  • Provide accurate details

  • Writer may share new understandings

Purpose and main ideas:

  • Understandable, but needs clarification

Supporting details:

  • May be too general to develop the main ideas; may sound like a list

  • Sometimes off topic

  • May not be explained

  • Limited awareness of audience

Outside resources, if used:

  • Provide questionable details

Purpose and main ideas:

  • Unclear, difficult to understand

Supporting details:

  • May be lacking

  • Off topic

  • May not be understandable; may be repetitive

  • No awareness of audience