6th Grade‎ > ‎

Ms. Nutter (Language Arts)

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

Announcements
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. Quarter 2 ends on December 21. 


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 Thursday of each week. This is completed in Schoology, and there is a walk-through video attached to each article. 

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 2: Rules to Live By

What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts.

At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme.

Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel.

In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples.

Link to curriculum:  commoncoresuccess.eleducation.org/curriculum/ela

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