Syllabus

6th Grade

English Language Arts (ELA) Course Outline

2017-2018

Ms. Davis sdavis1@nccschool.us

 

Unit 1 - Patterns in Literature - The Hero’s Journey and Plot Formation

  • Novel - Percy Jackson and the Olympians: The Lightning Thief

  • 1 outside text required to trace the hero’s journey

  • Secondary Texts - multicultural short stories and myths

  • Film - The Nightmare Before Christmas

  • Formative Assessments - narrative, descriptive, and analytic short responses throughout reading of novel and short stories, vocabulary study, introduction to strong verbs and adjectives, various organizers to collect researched information

  • Summative Assessments - final drafts of narrative, descriptive, and analytic short responses, vocabulary quizzes, digital storybook of unique myth, powerpoint presentation of Greek gods and goddesses, final draft of creative “Hero’s Journey” piece

 

Unit 2 - Author’s Techniques - Figurative Language and Introduction to Author’s Purpose

  • Novel - Bud, Not Buddy

  • 1 outside text required to identify author’s use of figurative language

  • Secondary Texts - various poems

  • Film - The Journey of Natty Gann

  • Formative Assessments - narrative, descriptive, and analytic short responses throughout reading of novel and poetry, vocabulary study, various organizers to interpret figurative language

  • Summative Assessments - final drafts of narrative, descriptive, and analytic short responses, vocabulary quizzes, completed figurative language collection organizer for outside novel, final draft of argument: “Does Bud use his rules for how to live life to thrive or survive?  Which rule helped Bud the most?”, fish bowl discussion

 

Unit 3 - Non-Fiction - Techniques of Non-Fiction Writers

  • Textbook, Articles of the Week, NEWSELA

  • 1 outside text required to search for connections between authors’ lives and what they write about

  • Secondary Texts - various autobiographies and biographies, poems

  • Film - The Miracle Worker

  • Formative Assessments - narrative and analytic short responses throughout reading of articles and poetry, various evidence collection graphic organizers, research on author

  • Summative Assessments - final drafts of narrative and analytic short responses incorporating the use of evidence, final drafts of poems, final draft of essay comparing and/or contrasting author’s life to events of novel

 

Unit 4 - Allusions - How does what we know help us to read?  How do others from the past help us grow in the present?

  • Novel - The Evolution of Calpurnia Tate

  • Personal Journal

  • Secondary Texts - short stories and nonfiction articles

  • Film - The Lion, The Witch, and The Wardrobe

  • Formative Assessments - personal observation journal, various evidence collection graphic organizers, various research organizers, writing workshop

  • Summative Assessments - final draft of essay “My Greatest Influence,” vocabulary quizzes, allusions from The Evolution of Calpurnia Tate presentation

 

Teaching Philosophy:

 

The NYS Standards for 6th Grade ELA guide each activity.  All activities are purposeful with very little down time in class.  This enables the students and I to have an agreement that there will be little homework besides the outside novels students will be required to read.  The overall goal of the class is to introduce and reinforce deeper, closer reading skills while continuing to practice writing about the self and about what we read.  The incorporation of film and digital storytelling projects allow students to use their analytical and communication skills with various mediums.  

 

Grading:

Tests/Projects/Quizzes - 30%

Writing - 25%

Reading - 25%

Language - 20%

 

The NYS Expository Writing rubric (attached) will be used to grade essays, while the 2 Point Short Response rubric will be used to grade short responses.  Any late work will only be accepted until 5 week reports are published.

7th Grade

7th

English Language Arts (ELA) Course Outline

2017-2018

Ms. Davis sdavis1@nccschool.us

 

Unit 1 - Author’s Purpose- How does self-expression help form identity?

  • Novel - Inside Out & Back Again

  • Secondary Texts - news articles about refugees coming to the United States throughout history

  • Film - The Good Lie

  • Formative Assessments - analytic short responses throughout reading of novel and nonfiction articles, vocabulary study, practice using strong verbs and adjectives in short responses, various organizers to collect researched information, introduction and practice with author’s use of mood and tone

  • Summative Assessments - final drafts of analytic short responses, vocabulary quizzes, powerpoint presentation pertaining to refugee conflict, final draft of creative narrative refugee poem

 

Unit 2 - Plot Structure - How do the people we surround ourselves with help form our identities?

  • Novel - The Outsiders

  • 1 outside text required to identify author’s plot structure

  • Secondary Texts - narrative poems

  • Film - The Outsiders

  • Formative Assessments - analytic short responses throughout reading of novel and poetry, vocabulary study, various organizers to map out plot structure

  • Summative Assessments - final drafts of analytic short responses, vocabulary quizzes, completed plot structure organizer for outside novel,  final draft of creative narrative using a specific plot structure

 

Unit 3 - Argumentation- How do our morals and values help form our identities?

  • Novel - Bless the Beasts and the Children

  • 1 outside text required to trace an author’s use of evidence to support his/her argument (this may be in the form of articles)

  • Secondary Texts - researched articles in support of student’s independent argument

  • Film - Project X

  • Formative Assessments - narrative and analytic short responses throughout reading of novel and articles, various evidence collection graphic organizers, research on animal rights

  • Summative Assessments - final drafts of analytic short responses incorporating the use of evidence, final drafts of animal rights argument, “fish bowl” debate participation on whether or not animals have rights

 

Unit 4 - Symbolism - How do we represent ourselves to the world?

  • Novel - The Pigman

  • Personal Journal

  • Secondary Texts - short stories

  • Film - Dead Poet’s Society

  • Formative Assessments - personal journal, various evidence collection graphic organizers for symbolism, analytic short responses through the reading of novel and short stories

  • Summative Assessments - final draft of essay on one symbol and it’s meaning in the novel, a narrative developing a symbol in their own story

 

Teaching Philosophy:

 

The NYS Standards for 7th Grade ELA guide each activity.  All activities are purposeful with very little down time in class.  This enables the students and I to have an agreement that there will be little homework besides the outside novels students will be required to read.  The overall goal of the class is to reinforce deeper, closer reading skills, build an understanding of plot formations and author’s techniques, introduce the concept of author’s purpose, introduce argumentation, while continuing to practice conducting research and writing about what we read.  The incorporation of film analysis and projects allow students to use their analytical and communication skills with various mediums.  

 

Grading:

Tests/Projects/Quizzes - 30%

Writing - 25%

Reading - 25%

Language - 20%

 

The NYS Expository Writing rubric (attached) will be used to grade essays, while the 2 Point Short Response rubric will be used to grade short responses.  Any late work will only be accepted until 5 week reports are published.

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