The English Language Arts Curriculum Guide is aligned with the New Jersey Student Learning Standards. The instructional alignment is in accordance with board approved resources accessible to all classrooms. The ELA Curriculum Guide places emphasis on standard based instruction. Materials allow for flexibility in meeting the needs of a wide range of students.
Each of the instructional units provides a clear and equal emphasis on Reading Literature, Reading Information, Writing, and Foundation Skills. The integration of Social Studies and Science standards provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national and global communities in the digital age.
The integration of Speaking and Listening Standards are woven through the guides to develop communication skills through collaboration and presentation.
The writing guides support the text selections with the opportunity to demonstrate understanding of written conventions and focus on narrative, informational, and opinion/argumentative.
Identified academic vocabulary provides a common language for literacy and develops across the grade levels.
The need to conduct research and to produce and consume media is embedded into the curriculum with 21st Century Skills and Technology standards. The map contains interdisciplinary connections to Science, Social Studies, Technology, and Theater.
Students who successfully complete 6th Grade ELA will be competent in the following areas:
o Determine the theme or central idea of a text and supporting details.
o Identify the elements of each genre.
o Analyze text structure.
o Describe the different points of view of characters or narrators in a text.
o Analyze how the author develops and contrasts points of view.
o Read grade-level literature, poetry and informational text.
o Demonstrate understandings of texts read by applying comprehension strategies.
o Identify unknown words and phrases in text.
o Recognize and analyze the impact of word choice.
o Utilize literary techniques to write narrative essays
o Use facts, definitions, details, quotations, etc. to develop a topic.
o Use appropriate transition words, phrases and clauses.
o Employ a formal writing style.
Course Texts / Online Resources .
EMC Publishing, “Connecting with Literature, Mirrors and Window,” 2020
Google Classroom ID = Period 1/2: eehawde, Period 4/5: vxkwhkn, Period 7/8: 2wyordh
Newsela is linked through Google Classroom.
Course Topic Outline
Content Area: English Language Arts
Course Title: English I
Grade Level: 6
Unit 1: Identity and Culture
Unit 2: Tolerance and Acceptance
Unit 3: Justice and Action
Unit 4: Courage and Grit
Each marking period, students will have a minimum of three (3) Major Assessments and five (5) Minor Assessments (explained below). Homework is graded for completion, and Class Participation is assessed using the district rubric.
50% of marking period grade
30% of marking period grade
20% of marking period grade
Benchmark (if applicable)
0% of marking period grade
- Examples of Major Assessments include items that are summative in nature, such as: tests, projects, research papers, prose-constructed response timed writings, formal presentations, reports, Socratic seminars, or any other type of assessment used to capture evidence of learning at the culmination of a unit of study.
- Examples of Minor Assessments include items that are formative in nature, such as: quizzes, reading comprehension checks, response journals, exit tickets, small-scale research activities, reading logs, in class worksheets, or any other type of assessment that is diagnostic in nature and used to guide instruction and provide ongoing feedback to students.
- Note: grades for individual assignments are entered into Genesis for the marking period in which the assignment is collected, and not a subsequent marking period.
- Extra Credit will only be available for assignments that have been approved ahead of time by the teacher and department supervisor.
- In this course, it is expected that students will submit only their best work, and teachers reserve the right not to accept work that is substantially below what a student is capable of producing.
- Please speak to your teacher about the opportunity for earned Second Chances on certain Major Assessments.
Course Participation Rubric
Plagiarism, Cheating, and Academic Integrity.
The Barnegat Township School District places a strong emphasis on students’ integrity, and the district will not tolerate instances of academic dishonesty. Plagiarism is the practice of copying words, sentences, images, or ideas for use in written or oral assessments without giving proper credit to the source. Cheating is defined as the giving or receiving of illegal help on anything that has been determined by the teacher to be an individual effort. Both are considered serious offenses and are subject to consequences described in the Student Handbook and Board Policy #5701.
Virtual Classroom Etiquette:
- This is still a classroom, so appropriate classroom behavior is expected.
- Be mindful of electronic communication, i.e. using all caps, no inside jokes, etc.
- It is up to each student to decide to have their camera on or not, but it is highly encouraged.
- Students may use a virtual background, but they must be school appropriate and cannot be changed once class begins.
- All students must stay muted unless called upon to speak. This will help to limit background noise.
- When attending class virtually participation with assignments or discussions is mandatory for attendance credit.
- It is the student’s responsibility to check for missing assignments.
- Students are prohibited from recording, taking pictures or screenshots at any time.
Materials for class:
- Notebook necessary for all students both hybrid and remote
- Folder necessary for all students both hybrid and remote
- Writing Implement necessary for all students both hybrid and remote
- Access to an online textbook.
- When remote, students’ daily attendance is monitored through their active participation in their Google Classroom / DOJO. This will be accomplished through a “question of the day.”
- For grades 5-12 students, this question will be posed by their Health / PE teacher. It is recommended that Health / PE teachers use questions focused around topics related to health/wellness and social-emotional learning.
- The question should be posted within 30 minutes after each building’s start time in the morning, and answered by students prior to the close of the student’s day (dismissal time).
Assignments missed due to absence, will be accepted three school days beyond the original due date.
- For secondary students with multiple classes, consider this rule of thumb:
- 6 hours per day x 5 days per week = 30 hours of academic time
- Divide 30 hours by the number of classes a student takes (if a student has 8 classes), so approximately 4.0 hours of work per subject per week for remote students
Extra Help and Support:
As your teacher, I am committed to your success. If you need help, please ask or email!
I have read and understand the syllabus for ELA
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