Adriana Wallace

6th Grade English Language Arts

University Academy Middle School

2018-2019


Mrs. Adriana Wallace

Room A206

816-412-5900

wallacea@universityacademy.org




Course Description

This language arts class is designed to increase your communication skills through reading, writing, speaking, and the study of the English language.  Our primary focus in language arts class will be mastery of different reading strategies, demonstration of the rules of grammar, and the ability to express yourself orally and through writing. This year you can expect to read a variety of non-fiction articles and essays, short stories, dramas, poetry, and at least one novel. Writing assignments will include structured responses, essays, critiques, reports and creative pieces.  Vocabulary, spelling, and grammar practice will also be an important part of this class. Because we are a community of learners, please also expect to work periodically in group situations and to present information to your peers in groups or individually; this is a course requirement.

Performance Requirements

Classwork, class notes and assignments provide practice for the mastery of skills. Therefore, it is an expectation that students complete these items in a timely manner, as they have a direct impact on academic success. Late work will be accepted, as long as it is submitted BEFORE the specific skill is assessed.  Any work submitted AFTER the skill is assessed will still be accounted for, as the teacher will need to provide feedback on the specific learning target, but cannot receive full credit and may impact your Citizenship grade as well.  Even if you miss a deadline, do the assignment so that you can get the practice, show your teacher what you know and master the current skill(s).

Power Standards

  1. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  2. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  3. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

  4. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own thoughts and questions clearly.

  5. Develop writing that maintains purpose and is written for a specific audience while maintaining consistent style and tone

  6. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  7. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  8. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.


Materials

Students are expected to have the following supplies daily

  • Pencil

  • Red Pen

  • Highlighter

  • A pocket folder dedicated to ELA

  • Spiral Notebook

  • Loose Leaf Notebook Paper

  • Student Planner

  • Independent Reading Book

Being unprepared will directly affect student success. Citizenship grades will also reflect student responsibility. If additional supplies are required (e.g., markers, colored pencils, etc.) students will be given appropriate notice. Students are expected to have all items on the UAMS supply list readily available in their assigned lockers.





Standards Based Grading

The 6th grade team believes that standards-based grading is an effective way to provide a clear picture of what a student knows at any given point.  

We believe that students need to be able to demonstrate their learning and retention in a number of ways.

*Mastery: Students will work towards mastery of grade-level skills and standards through practice and hard work.

*Effort/Responsibility: Every day students should come to school ready to  learn. This includes having the necessary tools for learning--pencils, pens, notebooks, Agenda, planner and classwork/homework/practice.

*Positive Attitude: Attitudes play a huge part in being successful. Not only do you have to believe that you CAN succeed, you need to contribute to others succeeding by having a positive attitude towards school, teachers, and others.

*Citizenship: This includes being able to take care of yourself, and take care of others. Citizenship means being able to be okay even when others are not okay.  Each month, as a school, we concentrate on a citizenship trait that is the emphasis for that month.

Assessment of skills will be represented on a scale of 1 (Below Basic) to 4 (Advanced).


Each student will also earn a weekly citizenship grade;

U: Unacceptable

N: Needs Improvement

P: Proficient

O: Outstanding





Classroom Expectations

  1. Be prepared with proper uniform, student planner and materials daily.

  2. Follow directions the first time they are given, respectfully. Use an appropriate and respectful tone in all communication.

  3. Treat classmates, classroom supplies  and all members of the UA community with respect, consistently.

  4. Complete practice assignments in a timely manner. Be prepared to re-do any assignment as directed by the teacher.

  5. Be in your seat before the bell rings and ready to work. Respect the class time.

  6. Raise your hand and wait to be called on before you speak or leave your seat. Do not disrupt anyone in the classroom.

  7. No food, drinks, gum, candy or electronic devices are allowed in the classroom.


In the event that a student is not able to meet classroom expectations there will be a multi-step intervention in place to help the student be successful in the classroom.

  • Student will receive a warning

  • If expectations are still not met, student will move to the Safe Seat

  • If the student cannot correct their behavior they will be moved to a Buddy Room Safe Seat located in another 6th grade classroom

  • If none of these steps are effective, or the student continues to be disruptive in the Buddy Room, Administrative intervention will be requested


These steps refer to minor to moderate classroom disruptions. If the behavior is more severe Administrative intervention will be requested immediately.






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