ENGADINE CONSOLIDATED SCHOOLS
6TH Grade: English/Language Arts Syllabus
Teacher: Contact Information:
Miss Ashley Ingram Phone: 906-477-6313 ext. 114
In this class students will develop strengths in reading, writing,
speaking, listening and viewing skills. Students should increase his/her
ability to analyze and synthesize information, increase reading ability
and become a more proficient writer.
The goal of this course is to build the necessary skills described in the
class description, and expand on the above skills throughout the school
year. Students will practice critical thinking and problem solving skills
and expand on their creativity.
Objectives of the Class:
Students: Use this chart to track your success with the GLCEs
throughout the school year.
R.WS.06.01 I can explain and use word and sentence structures to understand the
meanings of words.
R.WS.06.02 I can use the context of a sentence to recognize unfamiliar words.
R.WS.06.03, .04 I can understand the meaning of frequently encountered words.
R.WS.06.05 I can acquire and apply reading strategies to identify unknown words and
R.WS.06.06 I can fluently read beginning grade-level texts and increasingly demanding
texts as the year proceeds.
R.WS.06.07 I can determine the meaning of words and phrases including idioms, literary
terms, and content vocabulary.
R.NT.06.01 I can describe how characters form opinions about one another.
R.NT.06.02 I can analyze the elements of narrative genre including folktales, fantasy,
adventure, and action stories.
R.NT.06.03 I can analyze how dialogue: enhances the plot, characters and theme;
differentiates major and minor characters; builds climax.
R.NT.06.04 I can analyze how literary devices (dialogue, imagery, mood, and
understatement) help to develop the plot, characters, point of view, and theme.
R.IT.06.01 I can analyze the elements of informational genre including research reports,
how-to articles, and essays.
R.IT.06.02 I can analyze the organizational text patterns used by the author including
descriptive, chronological sequence, and problem/solution.
R.IT.03.06 I can explain how authors use text features (footnotes, bibliographies,
introductions, summaries, conclusions, and appendices) to enhance the understanding of
central, key, and supporting ideas.
R.CM.06.01 I can connect my personal understanding of the world to themes in texts
through oral and written responses.
R.CM.06.02 I can retell or summarize narrative and informational text.
R.CM.06.03 I can analyze global themes across texts to create a deeper understanding.
R.CM.06.04 I can apply knowledge gained from science, social studies, and mathematics.
R.MT.06.01 I can monitor my own reading comprehension by visualizing, relating,
retelling, and reflecting upon the text I have read.
R.MT.06.02 I can plan, monitor, regulate, and evaluate strategies to enhance my reading
comprehension by applying appropriate thinking skills.
R.CS.06.01 I can compare the appropriateness of shared, individual and expert standards
based on purpose, context, and audience in order to assess my own writing and the writing
R.AT.06.01 I can be an enthusiastic and active reader.
W.GN.06.01 I can quarterly write a clear narrative that can be: personal narrative,
adventure, tall tale, folktale, fantasy, or poetry. My narrative pieces include
characterization, internal and/or external conflict, plot, theme, and imagery.
W.GN.06.02 I can write a well-organized personal, persuasive, or comparative essay that
has supporting details.
W.GN.06.03 I can select and use appropriate resources and points of view when I do
research. I can use a system for gathering, organizing, paraphrasing, and summarizing
information for my research project/paper.
W.PR.06.01 I can write both narrative and informational pieces for a chosen purpose and
specific audience. I can imitate authors’ styles and patterns in my writing.
W.PR.06.02 I can use a variety of pre-writing strategies and graphic organizers to write
narrative and informative pieces. I can organize my writing following different patterns
such as problem/solution, cause/effect, chronological, and sequence.
W.PR.06.03 I can revise and self-edit my drafts following the six traits.
W.PR.06.04 I can focus my ideas for a specific purpose and audience in my writing.
W.PR.06.05 I can proofread and edit my paper on my own and with my peers.
W.PS.06.01 I can show my personal style and voice in narrative pieces by using figurative
language, humor, or the element of surprise. I can show my personal style and voice in
informative pieces by using emotional appeal, strong opinion, and credible support.
Grammar and Usage
I can correctly use appropriate style conventions (MLA) in my writing.
W.GR.06.01 I can correctly use a variety of grammatical structures in my writing:
indefinite and predicate pronouns
adjective/ adverb subordinate clauses
specific uses for text features of underlining and italics
W.SP.06.01 I can correctly spell words in my writing.
W.HW.06.01 I can write neatly and legibly.
W.AT.06.01 I can be enthusiastic about writing and learning to write.
S.CN.06.01 I can communicate effectively to engage an audience by asking and
responding to questions.
S.CN.06.02 I can effectively use rhyme, rhythm, cadence, and word play in narrative and
S.CN.06.03 I can present in standard American Language (ESL will present in their
S.DS.06.01 I can discuss various literature types with my peers in order to construct
S.DS.06.02 I can use multiple texts to compare/contrast, take a stand, support an issue,
and relate it to a universal theme.
S.DS.06.03 I can discuss narratives that include a variety of literary and plot devices.
S.DS.06.04 I can plan and give an informational presentation using an organizational
pattern, proper language, and voice to positively appeal to my audience.
Listening and Viewing Conventions
L.CN.06.01 I can evaluate and analyze the effectiveness of the speaker during
presentations and speeches.
L.CN.06.02 I can use appropriate audience behavior as I listen to and critically view
speeches and presentations.
Listening and Viewing Response
L.RP.06.01 I can listen to or view a variety of genres to summarize, note key points, and
L.RP.06.02 I can listen, view, and/or respond thoughtfully to classic and contemporary
L.RP.06.03 I can identify the message a speaker is trying to communicate through
his/her tone, mood, and emotional cues.
L.RP.06.04 I can relate a speaker's verbal communication to the nonverbal message
L.RP.06.05 I can listen to or view various text types to compare/contrast similarities and
differences in order to determine personal and universal themes.
L.RP.06.06 I can evaluate and analyze the point of view of a speaker in a persuasive
L.RP.06.07 I can identify persuasive and propaganda techniques in the media and
identify false or misleading information.
Classroom Rules and Expectations:
1. ZERO TOLERANCE FOR DISRESPECTFUL BEHAVIOR.
a. Be kind; treat others how you would want to be treated.
2. Gum is NOT permitted in class.
3. No food or drinks.
4. Have your materials out and ready to begin class every day.
5. Raise your hand when wanting to speak/contribute.
6. All other rules not specified will be followed according to the
Electronic Device Policy:
STOP, YEILD, GO
1. Stop Sign:
a. Instruction Time
b. No Electronic Devices Period
i. No Surfing the Web
ii. No Social Networking
2. Yield Sign:
a. Individual or Group Work Time
i. Teacher Permission Required
ii. Decided on a PER STUDENT BASIS
3. Green Flag:
a. Free Time—Reward Time (End of Class)
b. Teacher will signal this time to begin and end
Due dates will be posted on assignments, online, and on the board.
Although, if an assignment is not turned in on the day it is due, points
will be deducted as follows (not counting weekends or absences):
5-9 points will lose 2 points per day.
10-14 points will lose 3 points per day.
15-30 points will lose 5 points per day.
31-50 points will lose 10 points per day.
51-100 points will lose 20 points per day.
The maximum number of days I will accept a late assignment is 2 days.
If an assignment is still not turned in after 2 days, a referral will be
given and your parents/guardians will be contacted. From there I will
decide the appropriateness of points to be given, if any, for the
Academic dishonesty of any kind will result in a zero on the
assignment, notification to parents/guardians, and a referral. No
alternate assignments will be given or extra credit.
From Mary Lynn Anderson MSN, EdD:
Plagiarism of any kind will not be tolerated.
According to Webster’s College Dictionary,
plagiarism ‘is the unauthorized use of the
language and thought of another author and the
representation of them as one’s own.’ Work that
is not yours must be cited. In practical terms this
means that all borrowings including borrowings
from the Web—whether quoted directly,
paraphrased, or summarized—must be properly
acknowledged using [MLA] or APA recognized
documentation style. This style requires a list of
all works cited be included at the end of each
paper. In addition, in-text citations should follow
each borrowing, clearly indicating the source. If
in doubt about whether to cite a specific
borrowing, students should consult with their
I ______________________________________ have read and understand
the class expectations.
SYLLABUS DUE ON Thursday, September 8, 2011.