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"It's not enough to know how to ride -- you must also know how to fall." ~ Mexican Proverb

6th Grade English Language Arts ~ Mr. Forfar

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"READ like a WRITER and WRITE like a READER" (Kelly Gallagher)


MAIN OBJECTIVES 6th Grade ELA
1) Strengthening your ability to express yourself through writing and speaking
2) Enhancing your creativity while improving your skills in reading, writing, and vocabulary

“The difficulty of literature is not to write, but to write what you mean” ~ Robert Lewis Stevenson


read READING
• Key Ideas and Details... What does the text say?
• Craft and Structure... What does the text do?
• Integration of Knowledge and Ideas... What does the text mean?

Sample Activities:
• Accelerated Reader • Word Summaries • Write a Headline • Guess a Headline • Window Quotes • Group Summaries • Digital Text Summaries ( linear / nonlinear) • Summary Plus •What is Left Out? •

writing WRITING

• Write to communicate real or imagined experiences...create clear storylines...
• Strengthen writing with planning, revising, editing, rewriting...
• Write routinely over long and short time frames
• Use technology to produce and communicate ideas...
• Research projects based on focused quesions that show my understanding of the subject
• Use mulitiple sources to figure out what's true about the topic

NOTE: Thanks to Kelly Gallagher for his synthesizing the ideas above about the CC and offering invaluable suggestions for activities in the class room.

Please note! Each student must bring their spiral notebook for English to every class meeting.
The English notebook will be used for reflective writing, note taking, rough drafts, and homework.

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6th Grade ELA focus:
Using the Common Core Standards as a guide, we will examine newspapers, film, video, textbooks, and other sources to study biographies, short stories, poems, plays, novels, and essays. Literary elements such as sentence structure, tone, word choice, plot, character quailty, turning point, dialogue, setting and sequence will be examined. We also will seek to connect our reading, writing, and speaking to global issues that affect our lives through the study of other cultures and their perspectives.

In the Spring we will study migration through the eyes of global immigrants as well as personal stories.The culminating project for this unit includes a Migration Mosaic.

Did you know there are "live" words as well as "dead" words? We will look at where words come from and what they mean in the context of the story. In addition, we will write research reports and learn the importance of footnotes, bibliographies, and the issues surrounding plagiarism. If you need help with grammar, please visit the ELA conventions page.

 

______________________________________________________________________________________

Copyright, Fair Use, and Plagiarism

http://www.plagiarism.org
http://fairuse.stanford.edu/
http://www.templetons.com/brad/copymyths.html
http://www.eff.org



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NARRATIVE
/ RESPONSE TO LITERATURE

CHARACTER

- Writers develop their story characters through the characters' words, thoughts, and actions
- We will track how a character might grow and change in a story

CHARACTER's QUALITY or TRAIT
- The character's personality shown through words, thoughts, actions

SETTING
- Where and when a story takes place

PLOT
- a series of actions or events in a story. (found in a novel, play, movie, tv show, game, etc.)

CONFLICT
- a problem or disagreement

RESOLUTION
- When and how a problem or conflict is solved in the story

THEME
- The lesson about life learned from the story

TONE
- Writer's attidude toward the subject

DIALOGUE
- Writer's attidude toward the subject

SENSORY DETAILS
- written conversation between 2 or more characters

INFORMATIONAL TEXT
- Examining and conveying complicated ideas, gathering information from multiple sources
- Making claims about text through accurate, supporting evidence
- Writing a well organized essay and bibliography with a specific audience in mind

ARGUMENT
- Assertion / Thesis
- Argument to support claims
- Counterargument
- Fallacious Reasoning
- Valid Evidence
- Unsupported Inferences
- Propaganda

As we read we will be:
Reading closely for meaning...making sense of the words...citing evidence from the text...
figuring out central ideas...summarize key details...analyze plot and character changes over time...examine point of view...look at how the story is crafted and why...evaluate arguments and claims...



Some of the stories we will read can be found in the California Collections published by Houghton Miffline Harcourt.

California Coll

NARRATIVE / RESPONSE TO LITERATURE / EXPOSITION & RESEARCH / ARGUMENT

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National tests have shown that independent reading at home is a key ingredient for improving a student's language skills!

In addition, to develop writing skills, we will utilize the 6-Trait Instruction and Assessment developed by Vicki Spandel along with strategies and materials from the Great Source Education Group including the book Write Source 2000.

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International Studies Learning Center: Phone 323.568.3115

Mr. Forfar's informational website for students, parents, and teachers.
© 2016

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