Mr. McLemore’s Syllabus for 6th Grade English and History
General English Course Description: Students will focus on active
engagement with text. They will be required to analyze, identify, define,
and critique the text that students will be reading. Students will read
stories and instruction will focus on increasing forms of evaluation in
expository critique and literary response. This will build the foundation
that is needed to read and evaluate expository text and fiction stories that
will be needed in their middle school and high school years.
General History Course Description: Students in grade six expand their
understanding of history by studying the people and events that ushered in
the dawn of the major Western and non-Western ancient civilizations.
Geography is of special significance in the development of the human story.
Continued emphasis is placed on the everyday lives, problems, and
accomplishments of people, their role in developing social, economic, and
political structures, as well as in establishing and spreading ideas that
helped transform the world forever. Students develop higher levels of
critical thinking by considering why civilizations developed where and when
they did, why they became dominant, and why they declined. Students analyze
the interactions among the various cultures, emphasizing their enduring
contributions and the link, despite time, between the contemporary and
ancient worlds.
Required English Text: Prentice Hall Literature. Students will have a book
sent home.
Required History Text: Ancient Civilization, Glencoe. Students will have a
book sent home.
Required Supplemental Materials: All required supplemental materials will
either be posted on my website at
http://teacherweb.com/CA/MillikanMiddleSchool/McLemore and/or provided as a
handout in class.
Special Materials Needed for Class: Students are expected to have the
following supplies and materials in class every day. Other materials may be
requested, but these are the minimum. Students will not be allowed to leave
class to get any materials.
2 Pee-Gee Folders different colors
Three blue or black ball point pens
Two sharpened or mechanical pencils with erasers
Red or green pen for correcting
Correction tape
3-hole white lined filler paper
Colored pencils
Free reading book
Student agenda (provided by school)
Failure to bring materials to class will be reflected in work habits and
cooperation grades. Inappropriate materials such as liquid white-out,
permanent markers, nail polish, make-up, toys, magazines and electronic
games will be confiscated. Please see Student Agenda for complete list of
inappropriate materials. Certain items may require a parent conference in
order for their return.
Communication Policy: Parents/guardians and students are strongly
encouraged to keep up-to-date on class assignments by reviewing my website
weekly, at http://teacherweb.com/CA/MillikanMiddleSchool/McLemore. All
assignments are posted with due dates on “Homework Assignments” section of
the board. Additionally, I can receive email at grammaticus@earthlink.net.
If a matter arises that requires immediate attention, or a face-to-face or
telephone conference, parents/guardians should call the counseling office at
818-528-1600 to schedule an appointment.
Grading Policy: Grades will be based exclusively upon the work each student
produces and their active participation in this class. I do not give
grades. Students earn grades. All work in this class is awarded points.
The more points a student earns, the higher the grade will be. Points are
cumulative from the beginning of the semester. All work counts toward the
final grade. The following scale will be used:
A = 90% - 100% of total points possible Markedly superior work
B = 80% - 89% Superior work
C = 70% - 79% Satisfactory work
D = 60% - 69% Needs to improve
progress in work
F = 0% - 59% Little or no
progress in work
There will be opportunities throughout the year for students to receive
specific feedback regarding their cumulative grade, specifically at the
reporting periods. I do not give grades on the spot. Please see
the “Criteria for Marks” page for an explanation of L.A.U.S.D.’s grading
policy.
Late work: Work will be accepted up to five days after its due date. In
order to a student to receive full credit for his/her work, it must be
turned in at the beginning of class on the date it is due. I will deduct
one letter grade from the assignment for every day work is turned in late.
It is each student’s responsibility to write the number of days late they
are turning in an assignment: I will not accept late work without this
notation. This may also affect work habits grade. In the case of absence
on a due date, I will accept missed assignments for full credit only on the
day of the return from an absence. In the case of prolonged absence, a
parent-teacher conference is required in order to make special arrangements.
Tardies: Three or more tardies in any five-week period will result in
a “U” in work habits.
Regarding absences: Students are responsible for getting missed work from
a classmate or the teacher/T.A. Absence is never an excuse for missing an
assignment or a due date. Students should turn in assignment(s) on the day
they return from an absence. It is also each student’s responsibility to
see me to schedule a test make-up. Not making up a test could result in a
failing grade. A prolonged excused absence requires special arrangements in
regards to deadlines. Students are responsible for seeing me about these
arrangements. Three or more homework assignments not turned in or turned in
incomplete (“D” work or lower) will result in a “U” in work habits.
Bathroom, lockers and phones: Students are permitted two bathroom pass per
5 weeks. It should be used wisely. In the case of a medical condition, a
note from a parent/guardian or doctor is required in order to modify the
rule. Students will not be excused from class to go to their locker or to
use the phone in the office. Students are expected to take care of these
things during passing periods, nutrition or lunch. The use of cell phones
in class is prohibited. Cell phones may be used only during nutrition,
lunch, as well as before and after school.
Class Rules: The following rules have been established by the class as
necessary for each of us to do our jobs as students and teacher:
1. Be prepared and come to class with all materials
2. Raise your hand before speaking
3. Remain in seat until given permission
4. Be respectful and kind to one another and materials
If a Student Chooses to Break a Rule:
1st time: Verbal warning.
2nd time: Student conference, with student filling out a action plan.
Action plan must be signed by parent.
3rd time: Note/phone call home.
4th time or Severe disruption: Detention assigned or referral written and
student will be sent to the office.
Severe Disruptions/ Prohibited Behaviors: In addition to the class rules,
the following behaviors are not acceptable in room 25, and depending on the
severity and/or frequency of the behavior , students will either be assigned
detention, required to assign themselves an appropriate consequence (i.e.,
write an apology letter,) referred to the counseling office, or attend a
parent-teacher conference:
1. Use of profanity
2. Chewing gum
3. Any act of sexual/physical harassment
Failure to work off a penalty automatically moves a student up to the next
level of consequences.
.
English Curriculum Guide: What follows is a rough guide for our year of 6th
grade English. The amount of time each class requires to master the
material will vary; therefore this timeline is only a rough estimate. I
reserve the right to alter, add to, subtract from, and/or reorder any and
all information based on my students’ needs
Month Unit Standards
September Beginning writing : Building blocks of sentences, paragraphs
and essays Written and Oral Language 1.0, Listening and Speaking 1.0
October Narrative Writing 2.0 Writing Application 2.1
November/
December Story analysis 2.0 Reading Comprehension 2.3,
1.0 Writing Strategies 1.2
January Writing Expository Essays 2.0 Writing Applications 2.2
February/
March Response to Literature Reading 3.0 Literary Response and Analysis,
2.0 Writing Applications 2.4
March/
May Persuasive Writing Reading 2.0 Reading Comprehension 2.6,3.0
Literary Response and Analysis, 2.0 Writing Applications 2.5
May/ June Research Report 1.0 Writing Strategies 1.4-1.6, Writing
Application 2.3
History Curriculum Guide: What follows is a rough guide for our year of 6th
grade social studies. The amount of time each class requires to master the
material will vary; therefore this timeline is only a rough estimate. I
reserve the right to alter, add to, subtract from, and/or reorder any and
all information based on my students’ needs.
Month Unit Standards
September Geography/Skills of a Historian
October Students describe what is known through
archaeological studies of
the early physical and cultural development of humankind from the
Paleolithic era to the agricultural revolution 6.1
November Students analyze the geographic, political, economic,
religious, and social structures of the early civilizations of Mesopotamia.
6.2
December Students analyze the geographic, political, economic,
religious, and social structures of the Ancient Hebrews. 6.3
January Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Egypt, and Kush. 6.2
February Students analyze the geographic, political, economic,
religious, and social structures of the early civilizations of India and
China. 6.5
6.6
March Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Ancient Greece. 6.4
April Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Ancient Greece. 6.4
May Students analyze the geographic, political, economic, religious, and
social structures during the development of Rome. 6.7
June Students analyze the geographic, political, economic, religious, and
social structures during the development of Rome. 6.7
Civics Curriculum Guide: What follows is a rough guide for our year of 6th
grade civics elective. The amount of time each class requires to master the
material will vary; therefore this timeline is only a rough estimate. I
reserve the right to alter, add to, subtract from, and/or reorder any and all
information based on my students’ needs.
Month Unit Standards
September Nature of governments historical literacy
October Utopias-perfect governments
November/ December Civic Virtue
January Civic Participation
February Service Project
March Forms of Governments
April Role of Citizen
May/June Activism Project