I. Required Textbooks
South Carolina Literature Prentice Hall-Penguin Edition
II. Course Description
The course is designed to assist students in developing language skills that will allow them to pursue their life's goals and become productive society members. The Common Core State Standards for ELA and Literacy is the basis for what it means to be literate in today's world. Students who master these standards will be fluent readers, critical thinkers, informative writers, effective speakers, and engaged listeners.
The Common Core State Standards are divided into four strands: reading, writing, speaking and listening, and language.
III. Common Core State Standards
6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RL.2 Determine a theme or central idea of a te4xt and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
6.RL.8 (Not applicable to literature)
6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text
6.RIT.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RIT.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RIT.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
6.RIT.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RIT.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6.RIT.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
6.RIT.7 Integrate information presented in different media or formats
(e.g., visually, quantitatively) as well as in words to develop a coherent inderstanding of a topic or issue.
6.RIT.8 Trace and evaluate the argument and specific claims in a text distinguishing claims that are supported by reasons and evidence from claims that are not.
6.RIT.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
6.RIT.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
6.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.W.6 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
Speaking and Listening
6.SL.1 Engage others in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; edxplicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
6.SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
b. Spell correctly.
6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
b. Maintain consistency in style and tone.
6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
IV. Course Requirements
A compulsory school attendance law which requires all students to remain in school until 17 is in effect in South Carolina. Also, the State Department of Education has ruled that any student may be denied credit for any or all one-unit subjects she/he has missed for more than 10 days.
School Tardy Policy
Persistent tardiness to school will not be tolerated. Corrective action will be taken.
A student arriving to school after 8:15 should have a parent note explaining the tardiness. The following are excusable reasons for tardiness:
personal illness (nature of illness will be examined and a determination will be made)
medical appointments (doctor's excuse required)
death in family
other circumstances deemed by the administration to be beyond the parent's control
Class Tardy Policy
Persistent tardies will not be tolerated.
Teachers will keep an accurate acounting system of tardiness to class throughout the day.
Teachers will take appropriate action for unexcused tardiness.
Excessive tardiness will be referred to administration.
Classroom Rules and Consequences
Throughout Lakeview Middle School students will be expected to follow "The 5 Bs".
1. Be prompt.
2. Be prepared.
3. Be positive.
4. Be respectful.
5. Be responsible.
Positive Consequences for following the 5 Bs include lion loot, positive phone calls home, lion letters (positive letters home), student recognition such as student of the week and student of the month.
for not following the 5 Bs include documentation in the class behavior log. Each entry in the log results in the following:
1st infraction-warning/4 questions
2nd infraction-seat change
3rd infraction-red card/phone call
4th infraction-buddy room
Severe offense-immediate referral and removal from class.
Inappropriate behaviors may include but are not limited to having gum, candy, and other food in class, lack of materials in class, profanity, fighting, being in unauthorized places at inappropriate times.
Presentation of Rules and Procedures
During the first week of school, all rules, positive and negative consequences are reviewed with the students in each class. These will be reviewed throughout the year, when needed. Rules and procedures are posted in the classroom.
During the first quarter, students will sign a form verifying that they watched a video on the Code of Conduct, and that they watched a video on the Dress Code.
Daily Oral Language/Daily Vocabulary/Daily Analogies
pencils, pens, colored pencils, crayons, markers
tape, scissors, glue
dictionaries and other resources
class sets of novels
The Word Within a Word by Michael Clay Thompson
Students will participate in state and district assessments unless otherwise noted on a student's IEP. All students will be taking "grade level" classroom tests. However, classroom and instructional accommodations and modifications may be made for those students whose IEP indicates that this is needed. Grades will include tests, projects, quizzes, reading logs, and other classwork and homework assignments.
Students grades will be assigned based on the following weights:
Major Assignments 50% (tests, projects, etc.)
Minor Assignments 50% (homework, class work, quizzes, small projects)
The grading scale used will be the SC grading scale.
F below 70
All grades will be recorded using the Power Teacher software. Numerous records must be kept for inclusion students. IEPs must be followed and amended when necessary. Interim and quarterly reports must be filed for these students. Extended School Year Eligibility forms are also completed for these students. Revaluation consults and reevaluations are conducted several times a year.
Homework assignments are posted on the board in the classroom each day. Assignments are expected to be turned in on time. All students are expected to read a minimum of 15 minutes each night and complete a reading log. The log will be turned in on Friday and an interactive reading log will be maintained.
Missed work may be made up during POI (Power of I), ODI (Operation Dine-In), ICU (during 4th period), the after school program, and when arrangements are made between the teacher and the parent.
Procedures for Non-Instructional Activities
1. Upon arrival to class, students are to get materials out, sharpen pencils, copy the Essential Question and homework in the agenda, and complete the warm-up activity.
2. Attendance will be taken daily at the beginning of class.
3. Bathroom visits should be made between classes-not during instructional time.
4. Students will be dismissed from class by the teacher not the bell.
5. Fire drill and tornado evacuation drills are posted by the door. An "accounting sheet" will be taken with the teacher when leaving the classroom for these reasons. It will be turned in to an administrator after it is completed.
6. Students leaving class must have his/her agenda signed by the teacher. A student can buy a new agenda if it becomes lost.
Communication with Parents
Communication with parents will be on-going and can occur in a variety of ways.
1. Positive phone calls home
2. Phone calls home concerning academic or behavioral concerns
3. Students' agenda can be used to communicate in writing, when needed.
4. Progress reports and report cards are issued every 4 and 1/2 weeks.
5. Additional progress reports and quarterly reports are issued to inclusion students.
6. Conferences will be held when needed by teacher and/or parent request.
7. Teacher websites are available for those parents who have internet access. Parents can use the websites as a way to keep up with school news.
8. Parents who have internet access can also use e-mail to communicate.
The standards that will be covered each quarter are listed below. Refer to section III of the syllabus for a description of the standard. Gap Standards are those standards that are not adequately covered by the Common Core State Standards.