Classes

Course Description

We will be utilizing the Write Source SkillsBook from Houghton Mifflin Harcourt for our main composition curriculum this year. It provides students with opportunities to practice editing and proofreading skills throughout the writing process. Students will focus on MUG when writing- mechanics, usage, and grammar. The sixth grade SkillsBook will include: proofreading activities (marking punctuation, editing for mechanics, improving spelling, and using the right word), sentence activities (sentence basics, sentence problems, sentence variety), and part of speech activities (nouns, pronouns, verbs, adjectives, adverbs, prepositions, interjections, and conjunctions).  
 
Students will take a pretest at the beginning of the year, two quarterly progress tests, and one post test and the end of the year. The pretest is designed to determine students' level of writing experience and knowledge. It is used as the baseline for measuring students' progress from beginning of the year to the end. The progress tests help monitor students' progress and allow teachers to refine teaching plans based on individual learners. The post test will determine how much progress students have made. Each assessment has three parts. Part 1: Basic Elements of Writing and Part 2: Proofreading and Editing comprise a total of 30 multiple choice questions. Part 3: Writing provides a writing prompt in which students respond with a short essay. 
 
We will also be incorporating a spelling unit throughout the course of the school year which will expose our sixth graders to 300 new words. 

Upcoming Assignments See all

Due:

ELA (April 6th-10th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me. 
 
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online. 
 
Day #1: The Banana Tree
Please read the first half of the short story, "The Banana Tree," by James Berry (p171-175), and then begin your assignment for Day 1. Analyze the first half of the text by answering the three short response questions below. Submit your answers for correction when done through email.
  1. Infer- Review lines 32-39. What sensory details does the author use in these paragraphs? Explain why the author would use strong imagery near the beginning of the story.
  2. Draw Conclusions- Reread lines 69-78. Toward the end of the paragraph, the writing shifts to dialect. Why is the author’s choice to write Gustus’s thoughts in dialect significant?
  3. Summarize- Review lines 107-134. Explain why the banana tree is so important to Gustus.
Day #2: The Banana Tree
Please read the second half of the short story, "The Banana Tree," by James Berry (p176-180), and then begin your assignment for Day 2. Analyze the second half of the text by answering the three short response questions below. Submit your answers for correction when done through email.
  1. Interpret- Read lines 171-175 aloud. In your own words, tell what Gustus is saying to the wind.
  2. Draw Conclusions- Think about the danger and injuries Gustus faced because he would not let the hurricane constrain him. What conclusion can you draw about Gustus’s character?
  3. Interpret- Reread lines 230-235. What are two examples of personification the author uses? What impact does the personification have on the story?
Day #3: The Banana Tree
You CAN use your Student Book to review the short story, "The Banana Tree," by James Berry to review material before and during your test. As always, you will have 10 multiple choice questions and 2 short responses. Remember, your short responses are worth 10 points each so be sure to restate the question, provide textual evidence, and elaborate as needed to sufficiently answer each short response. You can scan the test document to my email, or you may number your responses and just sent them to me through email.

Due:

ELA (April 13th-17th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY. 
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.

Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Day #1: Soft Rains
Please read the first half of the short story, "There Will Come Soft Rains," by Ray Bradbury (p43-47 in your close read workbook), and then begin your assignment for Day 1. I STRONGLY encourage you to take close read notes as you read following the prompts within the text. Analyze the first half of the text by answering the following three short response questions: p44 (#2), p45 (#4), and p47 (#8). Submit your answers for correction through email when done.
 
Day #2: Soft Rains
Turn to p48 in your close read workbook. Please read the second half of the short story, "There Will Come Soft Rains," by Ray Bradbury (p48-52), and then begin your assignment for Day 2. I STRONGLY encourage you to take close read notes as you read the prompts within the text. Analyze the second half of the text by answering the PARAGRAPH response question on p52 (#14). Submit your answer for correction through email when done.
 
Day #3: Soft Rains
Reread the text as needed, using context clues, to identify the meaning of the bolded critical vocabulary terms. Record YOUR definition, and then list the DICTIONARY definition. Number your answers and send to me through email. This will count as a QUIZ grade, so please take your time and double check your work!
1. warrens 2. paranoia 3. tremulous 4. oblivious 5. sublime

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