Wizards,
We are moving right along with out study of Literature. We are learning about and how to use all story elements and we will be learning how to use literature techniques in our own writings. So far we have read, discussed, and analyzed Courage in a Fire, Crow Boy, and A Lesson Learned. We studied the characterization of Chibi, indirect and direct characterization, static and dynamic characterization, and compared and contrasted characters from different stories.
Everyone seems to be learning and enjoying Literature at the same time. I'm excited about what you are learning and can't wait until you apply these elements and techniques in your short story.
Make sure you keep reading every night.
Mrs. Paula Collins
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Writing/Reading Course Syllabus
2nd Nine Weeks
6th Grade Wizard Team
2009
Teacher: Mrs. Paula Collins
School Name: Northern Middle School
Course Title: 6th Grade Language Arts
Course Prerequisites: Successful completion of 5th grade writing/reading content
Grade Level: 6th
Grading Scale: Pulaski County adopted grading scale
Course Description:
Students use writing-to-learn and writing-to-demonstrate-learning strategies, as well as the writing process and criteria for effective writing, to write in a variety of forms and for multiple audiences and purposes. Speaking, listening, and observing skills are used to communicate information for a variety of authentic purposes, situations, and audiences. The integration of technology with the other strands allows students to continue to discover and communicate ideas and information.
Reading will be integrated with writing. Many writing skills will be taught within the context of what students read. Writing Skills will be taught in the context of their writing during conferences as well as mini lessons as needed.
Students will. . . . .
respond to reading, listening, observing, and inquiry through applying writing-to-learn strategies in situations such as graphic organizers, note taking, journals, and logs and writing-to-demonstrate-learning strategies in situations such as graphic organizers, open-response questions, and summaries.
use information from technology and other resources to develop independent ideas and support those ideas in writings for authentic purposes and audiences.
write Memoir/Short Story reflecting elements of genres read and techniques/styles of accomplished writers (additional supporting Academic Expectation 5.2).
critique their own and others' works based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness (e.g., mechanics, grammar, spelling).
SPEAKING/LISTENING/OBSERVING (1.3, 1.4, 1.11,1.12) Students construct meaning from observing and listening and apply techniques for effective speaking to communicate ideas and information for a variety of authentic purposes, situations, and audiences. Students will
apply listening, speaking, and observing skills to conduct authentic inquiry tasks and to create products (additional supporting Academic Expectation 5.1).
Content for Writing
To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form.
Continuing the work on Personal writings will be the writing focus of the 2nd nine weeks as well as beginning our Literary study of story elements.
*****Only one of these writings will be taken through the complete writing process. (student choice)
WR-M-1.1.0
Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by
Narrowing the topic to create a specific purpose for writing
Establishing a controlling idea, theme or conclusion about the topic
Choosing a perspective authentic to the writer
Analyzing and addressing the needs of the intended audience
Adhering to the characteristics of the form.
Applying a suitable tone
Allowing voice to emerge when appropriate
WR-06-1.1.2
In Personal Expressive Writing,
Students will communicate the significance of the writers life experience by narrating about life events, relationship or central ideas.
Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
Students will sustain point of view.
Students will sustain a suitable tone or appropriate voice.
WR-M-1.2.0
Idea Development/Support: Students will support main ideas and deepen the audiences understanding of purpose by
Developing logical, justified and suitable explanations
Providing relevant elaboration
Explaining related connections or reflections
Applying idea development strategies appropriate to the form
WR-06-1.2.2
In Personal Expressive/Literary Writing,
Students will communicate theme/main idea through use of literary elements appropriate to the genre:
'eeStudents will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate.
'eeStudents will develop plot/story line appropriate to the form.
'eeStudents will develop an appropriate setting, mood, scene, image, or feeling.
ulletStudents will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. Students will incorporate reflection, insight and analysis when appropriate.
WR-M-2.3.0
Organization: Students will create unity and coherence to accomplish the focused purpose by
Engaging the audience
Establishing a context for reading when appropriate
Communicating ideas and support in a meaningful order
Applying transitions and transitional elements to guide the reader through the piece
Developing effective closure
WR-06-2.3.2
In Personal Expressive/Literary Writing,
Students will engage the interest of the reader.
Students will communicate ideas and details in meaningful order.
Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
Students will apply paragraphing effectively.
Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.
Students will create conclusions effectively.
DOK 3
WR-06-2.4.2
In Personal Expressive/Literary Writing,
Students will develop sentences of various structures and lengths throughout the piece.
Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
Students will arrange poetic language in meaningful order. Students will apply poetic line breaks effectively.
WR-M-3.5.0
Language: Students will exemplify effective language choices by
Applying correct grammar and usage
Applying concise use of language
Incorporating strong verbs, precise nouns, concrete details and sensory details
Applying language appropriate to the content, purpose and audience
WR-06-3.5.2
In Personal Expressive/Literary Writing,
Students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.
Students will incorporate language based on economy, precision, richness or impact on the reader. Students will develop ideas through descriptive or figurative language.
WR-M-3.6.0
Correctness: Students will communicate clearly by
Applying correct spelling
Applying correct punctuation
Applying correct capitalization
Incorporating acceptable departure from standard correctness to enhance meaning when appropriate
Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources)
DOK 2
Writing Process
To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates. These skills will be taught during conferencing with your child as needed during each nine weeks. The 3rd nine weeks (the revision unit) more emphasis will be paced on these editing skills.
WR-M-4.7.0
Focusing
WR-M-4.8.0
Prewriting
WR-M-4.9.0
Drafting
WR-M-4.10.0
Revising
(Content/Ideas)
Idea Development
WR-06-4.10.4
Students will narrow topic for selected writing.
WR-06-4.10.5
Students will identify and compose a topic sentence of a paragraph.
WR-06-4.10.6
Students will select appropriate supporting details.
WR-07-4.10.7
Students will identify extraneous/irrelevant materials.
Organization
WR-67-4.10.8
Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
Reading (LITERATURE/READING WORKSHOP)
These skills will be taught on-going throughout the 6th grade year during reading workshop activities.
RD-O6-4.0.1
Students will connect information from a passage to students lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
DOK 3
RD-O7-2.0.6
Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage. DOK 3
RD-O6-2.0.7
Students will make predictions, draw conclusions, make generalizations, or make inferences based on what is read. DOK 3
RD-O6-1.0.4
Students will formulate questions to guide reading.
RD-O6-2.0.4
Students will locate key ideas or information in a passage. DOK 1
RD-O6-2.0.5
Students will summarize information from a paragraph, a section of a passage, or an entire passage. DOK 2
RD-O6-3.0.2
Students will identify or explain an authors purpose in a passage. DOK 2
RD-O6-5.0.3
Students will identify and explain literary devices such as foreshadowing, flashback, imagery, or figurative language (e.g., similes, metaphors, personification, hyperbole).
DOK 2
RD-06-5.0.5
Students will evaluate the authors word choice, style, content or use of literary elements.
RD-O6-1.0.5
Students will scan to find key information
RD-O6-1.0.6
Students will skim to get the general meaning of a passage.
RD-O6-1.0.7
Students will interpret literal and non-literal meanings of words or phrases, based on context. DOK 2
Reading Workshop and integration of writing short stories and reading stories.
RD-06-2.0.1 Students will identify or explain the main idea (theme( of a passage.
RD-06-2.0.2 Students will identify and explain the characteristics of short stories, novels, poetry, or plays.
RD-06-2.0.3 Students will identify or explain literary elements (e.g. characterization setting, plot, theme, point of view) in a passage.
RD-06-3.0.1 Students will analyze the relationship between events in a story and a characters behavior.
RD-06-3.0.2 Students will identify or explain an authors purpose in a passage.
RD-06-3.0.3 Students will explain or analyze how a conflict in a passage is resolved.
.
RD-06-4.0.1 Students will connect information from a passage to students lives (text to text) read world issues (text to world), and other texts novel, short story, song, film, website, etc.
RD-06-5.0.1 Students will identify the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.
RD-06-5.0.5 Students will evaluate the authors word choice, style, content or use of literary elements.
RD-06-5.0.6.Students will compare and contrast elements, views, ideas or events presented in one or more passages.
Planned Testing Points:
Students will be tested on reading skills through applications in their writing and in their class discussions, reading letters to me, and their open responses. Check point testing, open response, will be included throughout the nine weeks to determine if content is mastered. At the completion of each type of writing, students will be assessed on their draft. Individual and self-assessment will be the focus of all conferences. This type of conference will be on-going. At least three times during a grading period, students will be assessed on their progress. Skills will be taught within the context of their writing. Students will be assessed on the application of those skills within the context of their writing/practice.
Formal Assessment: multiple choice, open responses, reading workshop letter responses, projects.
(1 project per nine weeks from a given list) First project will be due on October 16, 2009__students were given a project suggestion list.
7th Grade Language Arts Teacher |
Dragon Team Language arts Teacher 7th Grade | |
FIGURATIVE LANGUAGE
Personification
Hyperbole
Imagery
Alliteration
Onomatopoeia
Figurative Language
Literal
Non literal
Simile
Metaphor
LITERARY TERMS
Theme
Mood
Genre
Author's Purpose
Free Verse
Rhyme Scheme