COVID-19 - 2020 Update
Students will be working virtually in Disciplinary Writing until the District reopens. This means that there are going to be modifications to the curriculum. Please stay tuned to Google Classroom for specifics. The following learning goals have been targeted as essential moving forward towards the end of the school year and will be the focus with digital support: Formal argumentative writing with a focus on Global Competency through social issues.
Building an argumentative writing piece for a local politician that could be used and submitted to a news outlet or other source for a political campaign. This is structured around Common Core Standards of Thesis/Claim, Evidence, and Formal Writing Style.
Google Classroom Links:
Hour 1: https://classroom.google.com/c/NTk4MjUyOTA4Mjda
Hour 2: https://classroom.google.com/c/NTk4MjUyOTA4NTJa
Hour 3: https://classroom.google.com/c/NTk4MjUyOTA4Njla
Hour 4: https://classroom.google.com/c/NTk4MjUyOTA4NzZa
Hour 6: https://classroom.google.com/c/NTk4MjUyOTA4OTFa
6th grade Disciplinary Literacy is a fully digital course that focuses on an adjoining approach to literacy taught through the primary ELA curriculum, while maintaining unique areas of study. Students will have the opportunity to explore the power of persuasion as it affects marketing and formally with an argumentative piece of writing around a social issue. Finally, students will look at script writing as it relates to motion pictures, podcasting, and other media. Additionally, students will develop their skills in the core areas of ELA which include substantial work within writing, reading, listening, and speaking.
Semester Long Course (19 Weeks)
Key Course Learning Experiences
Each unit teaches students through their own creativity about different ways to use language in the world around them.Through their engagement with instructional mini-lessons, peer collaboration in writing circles, big picture roadmapping/planning with script writing, videos, etc., Students deepen their understanding of core G21 and Language concepts that will further their success both in the classroom and career readiness.
In Case of School Emergency Closure:
In the case of State, National, Local emergency, or unforeseen circumstances, it may be necessary for the class to go to a virtual classroom in order to preserve education of students while the school itself may be closed. In this case, the class will follow all School District provided guidelines and the curriculum will be modified and presented on Google Classroom. Students will already have access and provided below are links to parents for support. This page will be updated if a situation like this arises, indicating modifications to the curriculum. Google Classroom will provide further support and detailed information.
Essential Learning Goals
Students will develop their skills in the following Greenfield G21 Standards as it relates to Language:
Students will deepen their understanding of G21 and language concepts specific to the units of study:
Marketing: The first of two parts involving persuasion and language. This has a career focused approach. Students break down both static and dynamic advertisements based on a study of strategies and techniques as a lead in to Argumentative Writing. From here they are able to reverse construct their own advertisements based on Brands and Products of their choice.
Argumentative Writing: The second of two parts involving persuasion and language. This has an academic/formal approach. Students break down the structure of a thesis statement and how it relates to the internal format of the paper. Further students research, gather evidence, and ultimately support that thesis in a 5 paragraph paper in Chicago Style formatting.
Script Writing: Throughout the Semester, students will have numerous opportunities to engage in Narrative Script Writing through Writing Circles. Further, deeper conceptual ideas are explored such as the “Story Circle” roadmap, storyboarding, and camera direction.
Major Assessments and Success Criteria
The Language Arts Department believes that learning by doing is the best way to gain new skills and expand existing critical, creative, analytical, and evaluative skills; consequently, this class is largely a performance-based class, a class that guides students through the process of creating something (presentation, portfolio, project, etc.) that demonstrates their mastery of and ability to apply key skills and concepts.
Students will evaluate their own progress while in the process of completing assessments, and teachers will provide feedback which students can use to upgrade their assessments. Assessment directions, minimum requirements, and success criteria will be provided at the introduction of each major assessment.
Skills and concepts that transfer from one assessment to others: Students effectively convey ideas and information, orally and in writing, to enhance communication; students interact appropriately for a variety of classroom situations; students make connections between and among a variety of texts: fiction, informational, and visual.