Beck International Academy
2025-2026 Syllabus
The mission of Beck International Academy is to meet the needs of our diverse student body in an environment that nurtures, accepts and encourages all students to make empowering choices to impact their academic success.
Instructor: Meredith Conroy
Room: 608
E-Mail: mconroy@greenville.k12.sc.us
Web Address: https://sites.google.com/greenvilleschools.us/msconroy/home
School Telephone:
COURSE TITLE: Studies/GT 6th Grade ELA
COURSE DESCRIPTION (Focus and Purpose):
Grade 6 ELA is a rigorous course designed to cover the following strands of standards: reading, writing, research, word analysis, and communication. We use a balanced literacy approach to teach reading and writing. Students participate in Literature circles and writer’s workshop seminars to learn the strategies needed to become fluent readers and accomplished communicators.
GOALS:
My mission is to motivate my students to become life-long, enthusiastic learners and effective communicators. I want them to become proficient, fluent readers and accomplished writers.
COURSE OUTLINE/ INSTRUCTIONAL UNITS FOR THE YEAR (units/lessons are subject to change):
Quarter 1: Discover Your Voice
Writing: Argument
Texts: Ghost by Jason Reynolds*
* “A National Book Award Finalist for Young People’s Literature...Nominated as one of America’s best-loved novels by PBS’s The Great American Read….Ghost wants to be the fastest sprinter on his elite middle school track team, but his past is slowing him down in this first electrifying novel of the acclaimed Track series from Coretta Scott King/John Steptoe Award–winning author Jason Reynolds.” - blurb from Amazon
Quarter 2: Never Give Up
Writing: Narrative
Texts: Walk Two Moons by Sharon Creech
* "Thirteen-year-old Salamanca Tree Hiddle, proud of her country roots and the "Indian-ness in her blood," travels from Ohio to Idaho with her eccentric grandparents. Along the way, she tells them of the story of Phoebe Winterbottom, who received mysterious messages, who met a "potential lunatic," and whose mother disappeared. As Sal entertains her grandparents with Phoebe's outrageous story, her own story begins to unfold—the story of a thirteen-year-old girl whose only wish is to be reunited with her missing mother. -blurb from Amazon
Quarter 3: Through an Animal’s Eyes
Writing: Argument
Texts: The One and Only Ivan by Katherine Applegate*
* “The #1 New York Times bestselling and Newbery Award-winning novel...This unforgettable novel from renowned author Katherine Applegate celebrates the transformative power of unexpected friendship. Inspired by the true story of a captive gorilla known as Ivan, this illustrated book is told from the point of view of Ivan himself.” -blurb from Amazon
Quarter 4: Hidden Truths
Writing: Informational, Multimedia Proficiencies
Literary Text: The Monsters Are Due on Maple Street
* Maple Street―late on a Saturday afternoon a mysterious flash of light results in a power outage. But this is no ordinary power failure, and the neighbors on Maple Street will soon find themselves in the dark with an enemy of their own creation . . . in the Twilight Zone. - blurb from Amazon
*The Monsters Are Due on Maple Street is a teleplay for an early episode of The Twilight Zone. After seeing a flashing light in the sky, a small town experiences strange occurrences, and the town members begin to suspect each other of being visitors from outer space. In addition to applying knowledge of story elements, students will analyze and discuss important topics, such as prejudice and judgment.
TEACHING METHODS AND STRATEGIES:
We use a balanced literacy approach to teaching reading skills, literature, and the writing process. A typical week includes a variety of instructional formats: read alouds, whole class teaching, literature circles, small group instruction, guided and shared reading, and independent reading. Student instructional reading levels are used to group them for differentiated activities and assignments. Writing activities center on a workshop approach featuring whole class mini lessons, small group work, and independent writing. Using a learning focused format for instruction, acquisition lessons present major concepts with graphic organizers to maximize learning and retention. Students extend and refine their learning with activities designed to promote higher levels of thinking such as analysis and evaluation. Discussions and hands-on group activities build and extend skills. Authentic projects are assigned throughout the year to assess learning. Instructional activities are designed based on our district curriculum guide and state standards.
www.state.sc.us/sde/educators/standards.
GT EXPECTATIONS AND EXTENSIONS:
Both Studies level and GT level students in our classes will be reading the same core texts. However, GT students will have access to leveled-up opportunities through assessments and assignments that are designed to extend their learning. These tasks will challenge them to apply College and Career-ready skills, ensuring that their academic growth is both enriched and aligned with the South Carolina Gifted and Talented guidelines. We believe this approach will help all students thrive at their respective levels.
HONOR CODE POLICY AND PLAGIARISM:
I adhere to our school honor code and plagiarism policy.
Cheating or the copying of work belonging to another person is a violation of school rules as well as personal ethics. Both the lender and borrower will receive a discipline consequence, alternate assignment, and parents will be notified.
Plagiarism is cheating. Examples of plagiarism include:
Copying and pasting from the Internet or copying directly from books or magazines without properly citing the source.
Copying another student’s work, turning in another student’s work, or having another student do the work.
Buying papers on the Internet.
In addition, students are expected to support their own learning by completing assignments in this class without the use of artificial intelligence (AI). Students should not use AI to create any content (text, video, audio, images, etc.) for an assignment unless explicitly asked to do so by the teacher. Submitting any AI generated content as the student’s own (cutting and pasting content into written assignments, or paraphrasing AI content) is considered academic dishonesty. -adapted from Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon
ASSESSMENTS AND GRADING:
PROCEDURES for RECORDING STUDENT PROGRESS:
Students are assessed using both formative and summative assessments. Daily class assignments, homework grades, tests, projects, group work, and quizzes will be included in these assessments. Students are also asked to complete quarterly literary and writing projects. These are assessed with rubrics.
The district-wide grading scale is as follows:
100-90 A
89-80 B
79-70 C
69-60 D
59-50 F
GRADING POLICY FOR ELA:
Major Assignments: 3 assignments (count for 50% of grade)
Minor Assignments: 8 assignments (count for 50% of grade)
LATE WORK POLICY:
Students can turn in late work with no penalty for five days after their absence. After the 5th day, there will be points deducted everyday until the assignment is turned in. After 10 days, the assignment will be coded GFA which stands for Grade Floor Applied and equates to a 50 in the gradebook.
HOMEWORK POLICY:
Reading is FUNDAMENTAL! Please encourage your child to read 20-25 minutes each night. Research shows that reading 20-25 minutes daily increases standardized test scores performance and builds vocabulary.
Work not completed in class may be assigned as homework.
MAKEUP WORK/ ABSENCE POLICY:
NHI (Not Handed In): Teachers will mark late work as NHI with a note indicating the student has five days to submit the assignment without a point deduction.
First 5 Days: Students may submit make-up work within five days of the original due date with no penalty.
Days 6-10: After the initial five days, a deduction of 5 points per day will be applied for up to five additional days.
After 10 Days: Assignments submitted more than 10 days late will be marked as GFA (Grade Failing Assignment), and the work will no longer be accepted.
CLASSROOM EXPECTATIONS AND PROCEDURES:
Students are expected to be respectful of each other at all times. There are several required expectations:
ALL students must wear an ID badge.
ALL students must abide by the dress code.
ALL students must practice the 3 R's: Rights of others, Respect for others, Responsibility for learning.
SCHOOL-WIDE DISCIPLINE PLAN 5 Step Plan
Beck Academy Student Handbook 2024-2025
Beck Academy’s 5-Step Discipline Plan
Step 1
Warning to student
Step 2
Parent contact
Step 3
Detention with parent contact
Step 4
Detention with parent contact
Step 5
Referral to office
Additional student behavior guidelines may be found in the student handbook.
PROCEDURES FOR NON-INSTRUCTIONAL ROUTINES:
Students are expected to be on time and to have all assignments and materials needed for the class. Attendance is taken at the beginning of the class period.
As students enter the room, they should get their materials needed for the day, sharpen their pencils, be seated, and begin completing the assigned bell work. Roll is taken at the beginning of the day and tardies are noted.
PARENT COMMUNICATION:
Parents, teachers, and students work together to promote learning. It is important to me to communicate with you on a regular basis concerning your child’s progress in learning required concepts and standards. Please feel free to call me at any time. Calls during the instructional day are directed directly to my voicemail. I will always respond within 24 hours during the work week. You can also reach me by email. Specific numbers and addresses are listed in the contact section of my syllabus.
I am happy to set aside time for a conference. Please contact me with conference requests at mconroy@greenville.k12.sc.us