6th Grade‎ > ‎

Ms. Nutter (Language Arts)

Contact Me:
Aly Nutter
(720) 424-0677
Alyson_Nutter@dpsk12.org
     

Announcements
CMAS Language Arts tests are the mornings of March 20, 21, and 22. Be sure to get plenty of sleep, eat healthy, and drink lots of water. 

Don't forget to charge your Chromebook every night and bring it to school each day!

Check the Student/Parent Portal or the "Missing Work" bulletin board in the room to make sure you're not missing anything. Remember that it is your responsibility to make up missing work in a timely manner.

Semester 2 Challenge: Parents, ask your child how to earn the semester 2 incentive. Students, ask your caregivers to help you make a plan to reach your goal. 


Schoology
(skool-uh-gee): 
Schoology is the primary platform used in Language Arts. This is where students will complete most assignments, find links to frequently used sources (i.e. Accelerated Reader and Overdrive), and communicate with me outside of class. 

Assignments will have grades attached in Schoology. However, all major assignments on which report card grades are based will be transferred to Infinite Campus, which you can check using the Student/Parent Portal. Please do not be concerned if grades in Schoology are low.

Homework
Students should read 30 minutes per day outside of school. Sometimes this will be a section of our class text; other times students will read their Independent Reading book of choice.  

Students should complete the Article of the Week (AOW) by end of day Thursday each week. This is completed in Schoology.  

On occasion, students may need to finish an assignment or activity from class at home as well. This should be documented in their planners. 
Module 4: 
Insecticides:Costs vs. Benefits

In this eight-week, research-based module, students explore the benefits and harmful consequences of the use of the controversial pesticide DDT.

In Unit 1, students begin the novel Frightful’s Mountain (640L) by Jean Craighead George. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to think about the interactions between people and the natural world. They also will read informational texts and watch videos to gather evidence and trace arguments about the uses, benefits, and harmful consequences of DDT, its affects on the environment, and its use in the battle against malaria. At the end of this unit, students will participate in a Fishbowl discussion to begin to articulate their evidence-based opinions about the central question: “Do the benefits of DDT outweigh its harmful consequences?”

In Unit 2, students will read the remainder of the novel, focusing on the how the main character, Frightful, is affected by the actions of other people and her own interactions with the natural world. Students also will engage in a research project, continuing to explore the central question of the module. Students will read several complex texts, both print and digital, in order to collect relevant information in a structured researcher’s notebook. To help them grapple with this issue, students learn a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine—based on evidence and their own values—what they believe can and should happen. Unit 2 culminates with students synthesizing all their reading thus far in order to make and present their own evidence-based claim about the use of DDT.

In Unit 3, students choose the most compelling evidence and write a position paper in which they support the claim they made (at the end of Unit 2). As a mid-unit assessment, students will submit their best draft of this position paper. As an end of unit assessment, students will submit a published copy, as well as a reflection on the writing process. As the final performance task, students share their findings by creating a scientific poster and presenting that poster to peers during a hosted gallery. This task addresses ELA standards R.6.1, W.6.1, W.6.4, W.6.4, and L.6.6.

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