SIG ROGICH MIDDLE SCHOOL

Required Course Expectations

2015-2016

6th Grade – English/Language Arts (ELA)

  1. Nevada Educators Performance Framework: The following 5 standards will be uiltized in all lessons throughout the year:
  • Standard # 1-New learning is connected to prior learning and experience
  • Standard # 2-Learning tasks have high cognitive demand for diverse learners
  • Standard # 3-Students engage in meaning-making through discourse and other strategies
  • Standard # 4-Students engage in metacognitive activity
  • Standard # 5-Assessment is integrated into instruction

B.Course Goals:

  1. To read and study a wide variety of complex text (e.g., informational, fiction and non-fiction, expository) independently and proficiently. [RL.6.1-7, 9, 10; RI.6.1-10]
  1. To respond, and/or explain, in writing or speaking with a focus on how an author conveys the theme or central idea of a text through structure and details, how an author develops point of view in text, and how an author develops an argument.

[RL.6.5; RI.6.5; W.6.1-8; SL.6.3; L.6.1]

  1. To demonstrate consistently a command of the conventions of standard English grammar and usage when writing or speaking. [W.6.4, 5; SL.6.6; L.6.1-3]
  1. To generate and support ideas by conducting short research projects and gathering relevant information from multiple print and digital sources to use when writing or speaking.

[RL.6.1; RI.6.1; W.6.7-9; SL.6.1]

  1. To combine and correct information from multiple sources to support analysis of literary and informational text to produce clear and coherent writing appropriate to task, purpose, and audience. [RL.6.1; RI.6.1; W.6.1, 2, 4, 8, 9; SL.6.1a, 2-4, 6; L.6.1-3, 6]
  1. To explore and analyze the elements of text, selected from a range of sixth-grade literary and informational text exemplars, to understand how authors use structure, word choice, details, and elaboration to convey the theme, central idea, or purpose of a text.

[RL.6.1-6; RI.6.1-6; W.6.1-2; SL.6.4; L.6.4-6]

  1. To learn and examine the purposes and characteristics of the major genres of text (e.g., prose, poetry, drama, literary non-fiction). [RL.6.1-7, 9, 10; RI.6.1-10; W.6.1-3]
  1. To apply independently and consistently the general strategies of organization, and revision to produce writing (e.g., argument, expository, narration) appropriate to task, purpose, and audience whether over time or under a tight deadline. [W.6.1-10]

Each anchor standard has been correlated to the grade-specific standard.

C. Class Requirements and Grading Procedures:

1.Notebook/Materials

In order to succeed you must be prepared! Upon entering the class each day you must have the following:

  • 1 five subject spiral bound notebook with pocket dividers
  • pencils ( #2 lead if using mechanical pencils) and erasers
  • red pens/ colored pencils for grading/editing
  • (1) Two pocket folder with prongs
  • (1) Composition notebook
  • (1) student flash drive
  • highlighter
  • school Agenda
  • reading book
  • *I suggest getting a large binder to keep all materials in one place

Students are required to bring all materials to class each day, all homework and reminders must be recorded in agendas.

2. Assessments and Grading

The following categories will comprise grades: 40% tests/projects, 35% classwork, 25% homework. We follow the district grading scale. A comprehensive exam will be given at the end of each semester. Semester exams will be weighted to compose up to 20% of a course grade.

3.Class Participation

Class participation is expected, and students will be graded on participation under the class work category.

4. Late Work/Make Up Work

Late homework will not be accepted in the ELA 6 Department, projects/essays that are late will be docked 10% off grade per day late. Four tickets will be given at the beginning of each quarter, these tickets buy one additional night to finish work and turn it in the next day without penalty. There will be no exceptions to this policy unless there are extenuating circumstances; please keep me aware of anything that may arise.

Students have three days per each day absent to complete work, it is their job to come in and get the work from the teacher. Students have one week from date given to make up an exam, and need to arrange a time before/after school to do so. After one week, the score will be kept at a zero in the grade book.

D.Tardy/Discipline Procedures

The Rogich Middle School policy tries to instill in each student the importance of being to school and class in a timely fashion. Each student has a schedule of classes and is aware of starting times in each. If a student is 30 minutes late to class, they are considered absent.

We follow a progressive discipline model at our school: studentconference, parent conference, counselor’s referral, dean’s referral. In our classroom, I use citations in class as well. A warning will go home first and if behavior continues, it will result in detention. All behavior issues will result in lowering of Citizenship grade.

E. Communication

All communication will be conveyed through Infinite Campus and InterAct:

I also use Remind and Edmodo; will give out class codes to students and post on my site as well (my.ccsd.net/chelseawilson1) in the following days.

Mrs. Wilson’s Course Expectations Signature Sheet

I have read the course expectations and school wide expectations (on my website). I understand my responsibilities. My parents have read the expectations and understand what is expected as well.

______

Student Name (Please print) Student Signature

______

Parent Name (Please print) Parent Signature

______

Date

Preferred Parent/Guardian Contact

Print name: ______

Relationship to student: ______

E-mail address: ______

Phone (Between 8:30 A.M. and 4:00 P.M.): ______

Alternate Parent/Guardian Contact

Print name: ______

Relationship to student: ______

E-mail address: ______

Phone (Between 8:30 A.M. and 4:00 P.M.): ______