6th Grade English Language Arts


Bledsoe Co. Middle School
Mrs. Margret Pack


This portion of 6th grade English/Language Arts will be a study of language, grammar and writing. We will focus on writing structure of various text types, as well as correct grammar usage is speech and writing.



The purpose of this class is to become high school and college and/or career ready. In order to do that, students must take task, purpose and audience into careful consideration, choosing words, information, structures and formats deliberately. They need to know how to combine elements of different kids of writing to produce complex and nuanced writing.  They also need to be able to use technology strategically when creating, refining, and collaboration on writing.  They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require them to.



This course requires students to write independently within a set time frame.  Class projects will be completed independently and as a class. Students will be required to participate in whole-class discussions, small group discussions, and group projects. Students will present ideas individually as well as within a group. They will seek guidance from their peers and provide guidance to their peers in return. It is essential students are PRESENT, ON TIME, AND FOCUSED.


Classroom Expectations

v  In this class you will be expected to enter prepared and ready to learn.  Everyone WILL be treated with respect and there will be consequences to those who chose otherwise.  You are here to learn and everyone will have that opportunity.

v  Be responsible (arrive in class prepared with materials and be ready to work)

v  Follow directions the first time that are given.

v  Be Respectful

v  Keep hands, feet, and objects to yourself.

v  No teasing or cursing



The following list of materials includes everything you will need for this portion of English:

3 composition book (will be kept in classroom)

2 poly folders with brads (one for classwork and one for homework)

1 package of multi-colored highlighters

Zippered pencil pouch to carry highlighters and pencils

2 packages of lose leaf paper (1 pack will be left in classroom for future use)

3 small packs of #2 wooden pencils (2 pack will be left in the classroom for future use)

2 packs of cap erasers (will be left in classroom)



Evaluation & Grade Distribution

Students are evaluated and assessed in a variety of ways. The grade for the class will be broken up into three categories:

Homework                        15 %

Daily Classwork                  20%

Quizzes                            25 %

Assessments/projects      40 %



The purpose of homework is not to punish. It is not to introduce new material. There are two very important reasons I assign homework and your student needs to complete his or her homework. HOMEWORK IS A QUICK REVIEW OF THE DAY’S MATERIAL TO HELP SOLIDIFY THE SKILL IN YOUR BRAIN. HOMEWORK ALSO TEACHES SELF-DISCIPLINE.  When homework is assigned it must be turned in on the due date.  Homework not turned in will result in a “0”.  When I grade homework, I usually do not grade for accuracy. I grade for effort, which means that you can get every bit of it wrong, but if you honestly tried and followed my instructions, you will still receive a 100. I do this to encourage students to attempt homework, even if they’re not proficient in the skill yet. This means that everyone has the same chance to earn a good grade for homework. I think this is beyond fair, especially since my homework usually takes less than half an hour to complete.



This category deals with any assignment that takes a great deal of time or energy to complete. We will have fewer of these grades than any others simply because they are time-consuming. Examples of assessments (not a conclusive list):

·       Unit tests

·       Nine-weeks tests

·       Essays

·       Group projects

·       Individual projects


Responsibilities for those involved:

Teacher: My responsibilities include preparing and delivering appropriate and challenging lessons to the student. I will grade assignments in a timely manner. I will work hard to make sure I provide a learning environment that encourages the students to learn and push themselves further than they have before. My communication lines are open. However, I have approximately 140 students, so my time to contact parents/guardians is limited. I will only call or email if there is a problem.

Student: The student is responsible for arriving to class prepared. It is up to the student if he or she pays attention and puts forth effort. It is his or her responsibility to keep up with assignments, grades, etc. In my class, it is necessary for students to take notes, stay organized, study for quizzes/tests, ask for help when needed, complete any make-up work, and try new skills on their own before they ask for help. Student success is directly reflected in student effort.

Parent: It is the parent’s responsibility to make sure his or her student is at school every day possible. Tardiness and absences that can be avoided absolutely should be avoided. Parents need to question their children about what they’ve been doing in class, what kind of grades they’ve been making, and what will be coming up that they need to prepare for. Parents need to check skyward frequently and call or email if there are questions or concerns. Please do not ignore your child’s progress until the end of the year or at all. Students will achieve whatever it is you and I expect of them if we continue to push.


Course Blueprint

We cover 3 specific types of writing in 6th grade.  These include narrative writing, informative/explanatory writing, and argumentative/ opinion writing.    In grammar we will extensively work with pronoun usage and parenthetical elements throughout the year.  We will read both fiction and non-fiction text in 4 different literary units. 

Unit 1

"If Stones Could Speak"

Students read literary and informational texts to understand that archeologists, like detectives, work to piece together the past through investigation. Students express their understanding by analyzing evidence and drawing meaningful conclusions about history, texts, and their environment.


Unit 2

Steve Jobs

Students read literary and informational texts about the role of failure in success. Students understand that success takes hard work, deliberate practice, and the ability to learn from failures and persevere. They express their understanding by exploring how an author’s word choice, use of evidence, and selected organization reflect a text’s purpose and then by writing their own personal narrative based on the models.


Unit 3


Students read literary and informational texts to understand how positive thinking, slowing down to think clearly, problem solving, and constant vigilance support survival in the face of grave danger and overwhelming odds. Students express their understanding of characters in literature by analyzing the struggle of man versus nature and the life lessons we can learn from others’ survival situations.


Unit 4


"The Witch of Blackbird Pond"

Students read literary and informational texts to understand the influence of family expectations and religious values on the development of one’s personal identity. Students express their understanding of how informational texts in coordination with literary texts enhance their comprehension of time periods and the theme and setting of the novel.


"Out of the Dust"

Students read literary and informational texts to understand how people respond to adversity, the lessons that can be learned from hardship and failure, and what happens when we take good fortune for granted. Students express their understanding of the social and environmental issues farmers faced in the 1930s, noting how reading literary and informational texts enhances their understanding of the topic.