Student Expectations

HYDE PARK MIDDLE SCHOOL 2017-2018

Subject: English/Reading ACC 6Teacher: Mrs. O’Brien

English Accelerated 6 Reading Accelerated 6

Course Scope Reading: This one-year course emphasizes the development of critical reading skills. This course is designated as accelerated by the enhanced instructional pacing, depth and breadth of content, and is designed for students who have demonstrated advanced reading skills. Students enrolled in this accelerated course read, comprehend, and interpret a variety of grade level and above grade level text independently and proficiently. Through close reading, critical writing, class discussions, and presentations, students deepen their ability to analyze, evaluate, and critique text. Students actively seek to understand other perspectives and cultures through reading and listening. Technology is used thoughtfully to enhance and integrate their reading, writing, speaking, listening, and language use. This course fulfills the sixth-grade reading requirement.

Course Goals: 1. To determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. [CCSS: RL.6.2, RI.6.2]

2. To analyze how and why individuals, events, and ideas develop and interact over the course of a text. [CCSS: RL.6.3, RI.6.3]

3. To interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. [CCSS: RL.6.4, RI.6.4]

4. To analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. [CCSS: RL.6.5, RI.6.5]

5. To assess how point of view or purpose shapes the content and style of a text. [CCSS: RL.6.6, RI.6.6]

6. To integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. [CCSS: RL.6.7, RI.6.7]

7. To delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. [CCSS: RI.6.8]

8. To analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. [CCSS: RL.6.9, RI.6.9]9. To write based on task, purpose, and audience using carefully chosen words, information, structures, and formats. [CCSS: W.6.4, W.6.5, W.6.6]

10. To collaborate, express and listen carefully to ideas, evaluate and integrate information from oral, visual, quantitative, and media sources, use media and visual displays strategically to achieve

communicative purposes, and adapt speech to context and task. [CCSS: SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6]

11. To determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. [CCSS: L.6.4]

12. To demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [CCSS: L.6.5]

13. To acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [CCSS L.6.6]

Course Scope English:

This one-year course provides instruction in the English Language Arts strands identified by the Common Core State Standards as reading, writing, speaking and listening, and language. This course is designated as accelerated by the enhanced instructional pacing and depth of content. This course is designed to build knowledge and critical-thinking skills through close reading of texts; writing to support claims, to clarify ideas, and/or to develop ideas; and a range of collaborative discussions. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology and digital media are integral parts of this course. This course fulfills the sixth- grade English requirement for promotion.

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]

2. 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]

3. 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]

4. 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]

5. 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]

6. 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]

7. 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]

8. 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]

TEXTBOOKS/MATERIALS: Students are expected to have their supplies with them at all times. Paper, pens/pencils, composition notebooks,, correcting pens, and good attitude.

HOURS OF AVAILABILITY FOR PARENT CONTACT: My school hours are 7:00-2:11; I can make phone calls during these hours on my prep. Please provide a phone number in which you can be reached during these hours. You may request an appointment by contacting the office at 799-4260 ext. 4200. You may also contact me at the following email address: edobrien@interact.ccsd.net

Email is the best form of contact since there are no time restrictions. You can also find information about the class on my website: hydeparkms.org

EVALUATION AND GRADING SYSTEM: Report card grades are determined on a percentage basis. Assignments are divided into two categories: Assessment, Classwork/Homework. The assessment category is worth 65% and contains tests, quizzes, and final drafts of written work. The Classwork/Homework category is worth 35% and contains any parts of a written assignment, projects, and classwork/homework assignments such as daily warmups, summaries, and response-based activities.The grading scale is as follows:

100-90% = A 89-80% = B 79-70% = C 69-60% = D 59% or below = F

SEMESTER GRADE = 2 quarter grades (45% each) plus the semester exam (10%): 45+45+10=100%.

STUDENT PROGRESS: Grades will be updated on Infinite Campus weekly. Additionally, progress reports will be sent in the middle of each quarter. Parents are encouraged to contact me regarding any questions about grades.

ASSIGNMENTS: Assignments are posted on the board. Students are expected to copy the assignments for the week in their agenda. Notes and some assignments will also be posted on this website. Each day an assignment is late it will lose 10%. After 5 days, it will no longer be accepted and students will receive a minimum of a 40% F per HPMS policy. Upon return to school, it is the student’s responsibility to obtain absent work by speaking with the teacher. The student has 3 days per absence to complete the make-up work. (Ref. CCSD 5113.2) Extended medical absences and/or prearranged absences must be arranged through the attendance office. As well, the work for a prearranged absence must be returned within three days of the absence. If the opportunity presents itself, extra credit may be awarded for the completion of specific extension assignments.

STUDENT ASSISTANCE: Upon request, a student may receive additional help from their teacher by setting up an appointment. I am available before and after school. Setting up an appointment is preferred as some days I may have meetings or other off-campus events to attend.

CLASSROOM BEHAVIORAL EXPECTATIONS: Classroom rules are designed to provide an environment conducive to learning. A set of classroom rules are posted in the classroom and on my website.

*Students who have behaved appropriately will be eligible for class and school recognition, field trips, and positive parental contact.

The consequences for inappropriate behavior are:1st infraction ... verbal warning, citizenship notation, and loss of citizenship points2nd infraction ... student/teacher conference, and/or seat change3rd infraction ... lunch detention (student will be given a 24-hour notice and a note will be sent home)4th infraction… parent notification via email, note home, progress report, agenda book, or phone call5th infraction ... referral, dean or counselor

The teacher reserves the right to skip or repeat any of these steps as they deem necessary or as the situation requires.

TARDY POLICY: A student must be entirely in the classroom when the bell begins to ring. If a student enters the class after the bell begins to ring, they will be considered to be tardy. Students will lose citizenship points if tardy. Hyde Park MS progressive discipline policy will be followed.

ACADEMIC DISHONESTY POLICY: If a student is caught cheating, the following action (s) will occur:Homework/Classwork assignment- the assignment will receive a zero and may not be made up for credit.Assessment-Student may retake the test at a time that is convenient to the teacher. The two tests will be averaged together for a total score, and a parent/guardian will be contacted. If the incident is repeated, future consequences will be discussed at a required parent conference.

BULLYING: 1. Under NRS 388.122, “bullying” means written, verbal or electronic expressions or physical acts or gestures, or any combination thereof, that are directed at a person or group of persons, or a single severe and willful act or expression that is directed at a person or group of persons, and:

a. Have the effect of:

(1) Physically harming a person or damaging the property of a person; or

(2) Placing a person in reasonable fear of physical harm to the person or damage to the property of the person; or

b. Interfere with the rights of a person by:

(1) Creating an intimidating or hostile educational environment for the person; or

(2) Substantially interfering with the academic performance of a student or the ability of the person to participate in or benefit from services, activities or privileges provided by a school;

*This is a summary of the legal definition of bullying. Please use the link below to access the full legal definition and for other information on bullying: http://ccsd.net/departments/guidance-counseling/bullying-and-cyberbullying-resources CITIZENSHIP: O (Outstanding); S (Satisfactory); N (Needs Improvement), U (Unsatisfactory). Students can lose citizenship by not following the classroom rules, not turning assignments in on time, not following directions on an assignment, and not being an active participant with class, group, or partner discussions.

This will be an exciting year of academic challenge and social emotional growth. Please feel free to e-mail me with any comments, questions, or concerns. I look forward to our partnership in providing an outstanding educational year for your child.

Please read the class expectations on my website and return this page to E. O’Brien by August 28, 2017.

STUDENT NAME (Printed) ______________________________________________

Period:_______

I HAVE READ THE STUDENT EXPECTATIONS, AND I UNDERSTAND WHAT WILL BE EXPECTED OF MY CHILD.

*_______________________________________________________________________________________________ Parent’s name printed PARENT’S SIGNATURE DATE

I HAVE READ THE EXPECTATIONS, AND I UNDERSTAND WHAT WILL BE EXPECTED OF ME.

*_____________________________________________________________________________________________ STUDENT’S SIGNATURE DATE

To improve our ability to communicate, please provide the following information if possible:

Dad’s/Mom’s Email Address:______________________________________________________________________Please print neatly

Daytime Phone Number (between the hours of 7:00-2:11):____________________________

Thank you!