1. English 6th Grade (Period 2)
  2. Assignments

English 6th Grade (Period 2) Assignments

Instructors
Term
2013-2014 School Year
Department
English Department
Description

 

                                                Sixth  Grade English Syllabus

Course Description

This course is designed to strengthen and develop your student’s writing and reading skills through the primary texts and consumable workbook: Prentice Hall’s Timeless Voices, Timeless Themes., Copper level.  Also we will be reading from various core stories that are grade level appropriate for the 6th grade.  Through the use of literature, poetry, and media, we will be developing the skills necessary to demonstrate mastery in all areas found in the California standards.

 

Specific Objectives:

  • Students will listen, understand, evaluate and speak using higher level thinking  skills which will be developed throughout the year.
  • Use effective reading and decoding techniques to gain deeper meaning of the text.
  • Develop a greater understanding of the conventions of the English Language including: sentence structure, grammar, spelling and punctuation.
  • Various stages of the writing process will be covered to write essays and book reports – including brainstorming activities, peer-editing and revising, etc.
  • Cooperative as well as independent work will be encouraged throughout the year.

 

Semester Grade:  Semester Grade will be based on: 1. tests and quizzes 2. seatwork

3. homework 4. participation and paying attention.

 

Grading Scale: 90-100% =A, 80-89% = B, 70-70%= C, 60-69% = D and 50-59% =F

 

Homework:  Homework will be assigned regularly.  Late homework will result in reduction of a letter grade, for example, from an A to a B.

 

Parent Signature_______________________

 

Parent Contact Phone Number _________________

 

Name of Your Child ____________________

                                                                                

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Assignment Calendar

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Past Assignments

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Students will define and write a sentence for each vocabulary word
 
aloof, barbaric, bough, bound, casually, courteous, dense, dismay, energetic, inanimate, keen, languid, long, offensive, patronizing

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Students will read the story on page 446-454 and answer the questions at the end of the story.
 
Students will also study for their vocabulary test.

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Students will answer the questions on pg 585 in their textbook, based on the story "Turkey!"

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1.Students will write a story using their vocabulary words (4-5 paragraphs).
2. Students will also study for their vocabulary test to take place on Monday May19th.
 
assuage, brandish, cynical, demoralize, despair, dignify, engulf, ennoble, grotesque, impede, inert, magnificent, menace, minimize, misconception, , overtake, profound, sheepishly, splendor, staid

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Students will answer the questions based on "Grandpa and the Statue," on page 680 of their textbook!

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Students will define and write a sentence for each word.
accord, accurate, acquaintance, agent, clarity, communion, expression, gratitude, grave, instinctive, integrity, intimate, possess, purity, quality.

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Students will  outline and write a letter thanking a teacher for teacher appreciation week!
 
Students will study for their vocabulary test which takes place on 5/9/2014 Friday!

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Students will answer the questions for the story, "Phantom Toll Booth," on page 660.

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Students will write a story using their vocabulary words!
 
associate, bankrupt, devoted, diverse, drastic, emotional, fictional, flair, flamboyant,humanitarian, individualistic, inquisitive, interior, memorable, pursue,

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Students will define  and write a sentence for each word
 
associate, bankrupt, devoted, diverse, drastic, emotional, fictional, flair, flamboyant,humanitarian, individualistic, inquisitive, interior, memorable, pursue,
 

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Students will write an essay of 5 paragraphs telling what they think of  "Earth Day!"

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Students will continue reading "Phantom Toll Booth," pg 624-634 and take 5 double entry journal notes.

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Students will read the play "Phantom Phonebooth" found in the textbook and describe each of the main characters, one paragraph per character.
 

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Students will learn by memory the following stanzas of the poem, "Life Doesn't Frighten Me"
 
Students will also answer the questions on pg 305, Review and Assess 1-6 based on the poem.
 
Panthers in the park
strangers in the dark
No, they don't frighten me at all.
 
That new classroom where boys all pull my hair
(Krissy little girls
With their hair in curls)
They don't frighten me at all.
 
Don't show me frogs and snakes
and listem formy scream
If I'm afraid at all
It's only in my dreams
 
I've got a magic charm
That I keep up my sleeve,
I can walk the ocean floor
And never have to breathe.
 
Life doesn't frighten me at all
not all
not at all.
Life doesn't frighten me at all.
 
 

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Students will answer read the stories on pg 303-310 and answer the questions at the end of "Open Road" and "Bud not Buddy."
 
Students will study for their vocab test as well due Thursday 04/10/2014

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Students will write an essay of 4-5 paragraphs comparing and contrasting their grandfather to Jody's grandfather in, "Red Pony."
 
Students will show an outline.
 
Students will study for their vocabulary test that's due on  Thursday.

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Students will write an essay based on the topic:  Are parents of today too overprotective of their children?

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Students will read the story in their literature book from pg 208-218 and answer 1-6 on pg 218.

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Students will learn the poem by memory
 
Augustus (By Heinrick Hoffman)
 
Augustus was a chubby lad
fat ruddy cheeks Augustus had
and everybody saw with joy
the plump and heart, healthy boy
He ate and drank as he was told
and never let his soup get cold
 
But one day, one cold winter's day
He screamed out: Take the soup away
Oh take the nasty soup away!
I won't have any soup today.
 
Next day begins his tale of woes
Quite lank and lean Augustus grows
Yet though he feels so weak and ill
The naughty fellow cries out still
Not any soup for me I say
Oh take the nasty soup away!
I won't have any soup today

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Students will write a story of 4-5 paragraphs using their vocabulary words of the week.

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Students will read the handout based on the story "Stargirl" and form 9 Costa Level Questions and answer them based on the handout.
 
Costa Levels: define, describe, identify, analyze, compare, contrast, apply hypothesize, predict.

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Students will define each word and write a sentence for each.
 
 
candidate, chemistry, civilization, complicated, economic, engineer, establish, government, league, literature, patent, receipt, represent, sincere, will

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Students will write a story of 3-4 paragraphs using their vocabulary words.
 
Students will study for their vocabulary test for next class

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Students will write 3 paragraphs discussing what they think of the movie, "Uncle Tom's Cabin."

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Students will define and write a sentence for each vocabulary word:
 
associate, cloud, foresight, hardy, legend, memorial, migrate, mysterious, preserve, prohibit, region, restless, sacred, secrecy, souvenir

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Students will write an essay on the topic: What do you think of Pets or What do you think of horses.
 
The essay will be 4-5 paragraphs long.  Students will write an outline of their essay.

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Period 2 will give a synonym and an antonym for each vocabulary word below.
 
Students will define and write a sentence for each word:
 
a la carte, a la mode, apartheid, bon voyage, c'est la vie, chutzpah, deja vu, en masse, esprit de corps, incognito, kibbutz, kowtow, status quo, vice versa, wanderlust.

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  1. Research Report Due next Friday, 150 points. Double spaced, typed.

    Choose someone who has shown courage such as: Amelia Earhart, Mother Theresa, Jackie Robinson, Ronald Reagan, Nelson Mandela, Cesar Chavez, Che Gevara, Mahatma Ghandi,  Winston Churchill, etc. 

     

     

    The report should include the following:

    Use Poster board or folders, jackets and include pictures.

  1. Tell why you chose your courageous person 2 paragraphs.

  2. Where was the person born or grew up? 1 paragraph.

  3. Describe his or her  family members and his/her childhood. 2 paragraphs.

  4. Hobbies 1-2 paragraphs.

  5. Awards Certificates 1-2 paragraphs

  6. Three things of interes that you learned 2 paragraphs.

  7. Some problems that the person overcame. 2-3 paragraphs

  8. Why is this person considered courageous and what did you learn from the report 2-3 paragraphs.

Bibliographic section:
use 2-3 books and 2-3 online sources

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Students will define the word courageous, using a dictionary and write an essay explaining why nurses, firefighters and police officers are often considered courageous.  Pick one category only.

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Students will  write a story of  4 paragraphs with their vocab words and study the following words for their vocab test:  abandon, combat, companion, conscious, exhaust, experience, furious, interrupt, persuade, predict, progress, pursue, remarkable, site, vicious

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Students will read pg 540-545 of their textbook and answer the questions.  at the end of each section.
 
Students will also study for their upcoming vocabulary test.

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Students will learn the following poem by memory During Winter Break.
 

Count That Day Lost

If you sit down at set of sun And count the acts that you have done, And, counting, find One self-denying deed, one word That eased the heart of him who heard,  One glance most kind That fell like sunshine where it went -- Then you may count that day well spent.
But if, through all the livelong day, You've cheered no heart, by yea or nay -- If, through it all You've nothing done that you can trace That brought the sunshine to one face-- No act most small That helped some soul and nothing cost -- Then count that day as worse than lost. 

George Eliot

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Students will write an essay of 5 paragraphs about: What do you think of the death of Amaroq in "Julie of the Wolves," and What do you think of animal hunters?
Also write an outline of your essay.

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Students will write an essay about a time when they felt bad or sad and wanted to run away from home.

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Students will give a synonym and an antonym for each vocabulary word.

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Students will write an essay telling their opinion of Nelson Mandela in 5 paragraphs.  Information can be obtained by watching the news, going on the internet, and discussing with parents.

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Students will define the following words and write a sentence for each.
Vocabulary test is in one week
 
aerobic, amateur, birdie, blitz, decathlon, equestrian, freestyle, sacrifice fly, varsity, marathon, field goal, olympic, athletic, champion, trophy

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Students will learn the first 21 lines of the poem, "Life Doesn't Frigthen Me" by  by Maya Angelou, by memory. The students copied the poem into their notes. It is also on pg 304 of the textbook. It can also be obtained online!
 
Students will also write 1-2 paragraphs for each:
1. The title of the poem= Do you agree with it, yes or no? Do you like it why or why not?
2. Tone= What is the feeling that the poem conveys to the reader?
3.Conflicts= who or what versus who or what.
4. Theme= What is the meaning or message that the poem is conveying.
5. Reflection= What do you think of the poem overall, what did you learn from it, how can you apply it to your own life?
6. Pictures= draw pictures depicting the poem, or use pictures. Bring pictures of some obstacles you have overcome in life.
 
 

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Students will define each word and write a sentence for each.
brilliant, conference, destination, discourage, indebted, jointly, lack, opinion, plunge, possess, prefer, segment, suspect transform, urgent

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Students will write a vocabulary story of 4-5 paragraphs using these words.
 
owlet, plummet surrender, immobile, laborious, viscera, disdain, incorrigible, envelope, stifle, forage, improvise, writhe, vault, caribou

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Students will define each word and write a sentence

owlet, plummet surrender, immobile, laborious, viscera, disdain, incorrigible, envelope, stifle, forage, improvise, writhe, vault, caribou

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Students will write a story of 4 paragraphs using their vocabulary words.

 

assume, dense, dependent, dispose, extinguish, factor, judgment, majority,
neglect, restore, slogan, surplus, thorough, utter, various

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Students will write an essay comparing and contrasting themself to the main character in the book, "Julie of the Wolves."

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Students will do research and write an essay of 4 paragraphs on one of the following topics:  Alaskan traditions, Alaskan customs, Tundra, Alaskan Marriages, Alaskan weather

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Students will define each word and write a sentence for each.

assume, dense, dependent, dispose, extinguish, factor, judgment, majority, neglect, restore, slogan, surplus, thorough, utter, various

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Students will write a story using their vocabulary words.

Students will also study for their vocabulary test for next class

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Students will give a synonym and an antonym for each vocabulary word!


assure, benefit, claim, condition,contribution, effort, express, immediate, increase, issue, oppose, participate, prompt, result, society

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Students will define each word and write a sentence for each.

assure, benefit, claim, condition,contribution, effort, express, immediate, increase, issue, oppose, participate, prompt, result, society

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The About Me Project = This project is about the student in the studen'ts own voice, as a part of the Narrative Writing Standards for English. Due Next Wednesday. Students may need to disucss with parents or guardians to get as much information as possible for some of the questions.

This project is worth 200 points and should be typed, and if not, should be neat and legible written, and double spaced. You may use poster boards or binders. Include pictures and artifacts.

1. Tell how or why you got your first and middle names.
2. Describe your family and tell about your culture, customs and traditions.(Discuss foods, clothing, music, holidays, dances, wedding customs, baptismal, Bar Mitzvah, quinceneras, death , and religious customs, etc.)
3. Where were you born and what schools did you attend.
4. what prizes, honors, trophies have you won?
5. What are your hobbies and interests? Describe and discuss.
6. What are some challenges or obstacles you have overcome in your life? i.e., illness, sports, phobias
7. Who are your heroes and why? Discuss.
8. Who has been the most influential, teacher, tutor, coach in your life?
9. What are your goals and career plans for the future?
10. Other? Tell something we don't know about you and tell why it's important.
11. Reflection. Tell what you learned about your self and your family as a result of this project.

Due:

Assignment

The About Me Project = This project is about the student in the studen'ts own voice, as a part of the Narrative Writing Standards for English. Due Next Wednesday. Students may need to disucss with parents or guardians to get as much information as possible for some of the questions.

This project is worth 200 points and should be typed, and if not, should be neat and legible written, and double spaced. You may use poster boards or binders. Include pictures and artifacts.

1. Tell how or why you got your first and middle names.
2. Describe your family and tell about your culture, customs and traditions.
3. Where were you born and what schools did you attend.
4. what prizes, honors, trophies have you won?
5. What are your hobbies and interests? Describe and discuss.
6. What are some challenges or obstacles you have overcome in your life? i.e., illness, sports, phobias
7. Who are your heroes and why? Discuss.
8. Who has been the most influential, teacher, tutor, coach in your life?
9. What are your goals and career plans for the future?
10. Other? Tell something we don't know about you and tell why it's important.
11. Reflection. Tell what you learned about your self and your family as a result of this project.

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Students will write an essay of 5 paragraphs on one of the following topics only

1. a fire that you witnessed that threatened your house or someone else's home
2. Your annoying brother or sister lots your cards, ipod, marble, or something else
3. Feeling embarrassed or ashamed...

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Students will define each word and write a sentence for each word as well.

atlas, brochure, currency, detour, elevation, gallery, itinerary, landmark, legend, national monument, passport, relief map, statute, terminal, topography

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Students will give a synonym and an antonym for each of their vocabulary words:

deserve, display, especially, financial, fortune, information, investigate, observation, opportunity, position, private, profit, solution, struggle, temptation.

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Students will write an outline and a narrative essay of 5 paragraphs about how they spent this past weekend.

Students will also come to class prepared for their vocabulary test.

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Students will think of a fairy tale and outline on a blank paper, the exposition,events, turning point and Resolution, see pg. 443 of the English Literature textbook. Students should use colors to make their charts colorful and attractive.

Students should also be prepared for their weekly vocabulary test.

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Students will read pg 434-442, "The Dragon," in their textbook and write a sentence for each word.

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Students will write an essay about the best gift they have ever received or the worst gift received. Show an outline and write 5 paragraphs.

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Students will give a synonym and an antonym for each vocabulary word!

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Students will form 9 Costal level questions based on the story on pg. 64-71, The Circuit, located in their textbook.

Costa levels

Level 1
define, describe, identify
Level 2
analyze, compare, contrast
Level 3
apply, hypothesize, predict

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Students will define each of the following words and write a sentence for each.

application, appreciate, attention, career, common, courteous, deceive, devour, direct, disguise, honorable, landscape, serious, troubled, victim

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Students will write a story of 5 paragraphs using their vocabulary story

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Students will read the story "The Circuit" on pg 66-71 in their textbook and answer the questions 1-8.

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Students will give a synonym and an antonym for each vocabulary word.

assault, collide, completion, demolish, disadvantage, effective, estimate, invader, mishap, mission, navigator, realize,severe, twilight, vicinity.

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Students will define and write a sentence for each word:

assault, collide, completion, demolish, disadvantage, effective, estimate, invader, mishap, mission, navigator, realize,severe, twilight, vicinity.

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Students will take 5 double entry journal notes on the story: The Stray, pg. 18-22 of the literature textbook.

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Students will write an essay of 5 paragraphs on the topic, "My Family."
Students will write an outline on the topic first.

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Students will write an outline using the sample they received in class. The topic of the outline is: How I spent my vummer Vacation.