Syllabus

INTRODUCTION

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CURRICULUM

Chicago Public Schools Curriculum Standards
The focus of all areas of the curriculum are dependant upon the standards set by the Chicago Public School Board of Education which are aligned with state and national goals. Click on Illinois Board of Education and Chicago Public Schools to view goals and standards for 6th grade.

 

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Assignments & Projects

Projects and special assignments will be given over the course of the year such science fair projects, essay and poetry assignments, group projects and research projects. Please expect to make frequent trips to public library to obtain required information. Details and specific requirements for each entry will be distributed at the onset the project, assignment or activity. Click here to access a brief description of assignments, special programs & projects.

School Wide Themes
Throughout the school year, in ten-week blocks, the entire school will focus an integrated-themed study of the listed countries. Students will be expected to conduct research, take notes and participate in class and school-wide activities related to the areas of focus.

United States
Japan
South Africa
Mexico

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Classroom Themes
In addition to the school-wide themes choose for this school year, literature-based integrated themes will be implemented. Students will be directed to read and respond to literature related to the themes. Individual, collaborative and cooperative group assignment will be assigned monthly.

Survival
In Search of the Real Me
Unwrapping Historical Mysteries
Imagination at Work
Finding Common Ground

Reading Requirements
Reading is the most important aspect of education. The majority of information is written and therefore must be read. Students are required to read a minimum 25 chapter books during the school year and 15 picture books. The books are the personal choice of students and must cover all areas of the literary genre. The classroom library has over 200 books that may be borrowed by students and the public library has a much larger selection. Students are required to complete assignments each month on the books they have read. (Specific directions will be provided in a handout.) The following chart provides a list of literature genres and a recommended title.

Historical Fiction*Roll of Thunder, Hear My Cry*Mildred Taylor
Historical Fiction Out of the*Dust Karen Hesse
Fantasy*A Wrinkle in Time Madeline L’Engle
Fantasy*Tuck Everlasting* Babbitt
Mystery*House of Dies Drear*Virginia Hamilton
Fantasy*The Giver*Lois Lowry
Adventure*Island of the Blue Dolphin*Scott O’Dell
Humor*Fudge-A-Mania*Judy Blume
Historical*Fiction Number the Stars*Lois Lowry
Poetry *Where the Sidewalk Ends*Shel Silverstein
Adventure*The Hatchet*Gary Paulsen
Humorous*Bloomability*Sharon Creech
Non-fiction*Juneteenth: Freedom Day*Muriel Miller Branch
Realistic Fiction*Bridge to Terabithia*Patterson

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Assessment
In addition to grades from tests, quizzes, assignments and projects, portfolios will be used as a tool of assessment. Assessment is used to denote the collection of information about children and educational programs, and evaluation to convey what is involved in the process of making judgments about that information. The primary purposes of assessment and evaluation are to determine what each student has learned, build student self-esteem, improve instruction, assess curriculum goals and examine the student learning process. Think of assessment as collecting samples of student work and evaluation as making judgments about the information collected. In essence, student progress is a strong determinate for quarter marks as well as actual grades earned. A general grading rubric will be used throughout all areas of the curriculum (included at end of syllabus). Assignment specific rubrics related to specific assignments or projects will be used throughout the year. The chart below illustrates the grade distribution.

Grade Distribution

Assessment 40%
Student Tasks
(Assignments, Homework, Projects) 40%
Participation 10%
Behavior 10%

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Portfolios
Portfolios offer a new framework in assessment, one that encourages student reflection. A portfolio is a collective representation of student’s achievements, which grow out of the classroom, for a specific period of time. A portfolio is active. It allows students to compare and assess his efforts as a reader and writer. A portfolio reveals power, demonstrates versatility, reflects effort; promotes self-reflection; and reflects and promotes growth. Portfolio samples are kept in a file folder, pocket folder, or accordion folder. Portfolios contain a collection of authentic student work samples from all academic areas as well as informative materials like checklists, questionnaires and evaluations generated by students, parents and teachers. Students will assemble a portfolio that will be used for assessment quarterly.

Homework Policy

Homework is an extension of assignments and projects given in class.
Homework assignments should be written in the homework log/agenda book each day. Also, any announcements or important information for your parents should be written in the homework log.

Homework is assigned each day including Friday’s and holidays. Unless otherwise noted, homework is due the day after it is assigned.

Late homework is not accepted. Ample time is allowed for students to complete assignments. The only exception to this policy is in the event of personal injury or family emergencies. If a student is absent, homework is due within 2 days of return to class.

If homework is not consistently submitted, a parent or guardian must schedule a conference with Ms. Manning for 7:30 a.m. to discuss remediation.

Failure to complete and submit homework will affect grades substantially.

Procedures

All assignments that must be turned in on loose leaf paper. Torn edges, such as those from spiral notebooks, will not be accepted.

Spiral notebooks will be used for learning logs in all curriculum areas. The learning logs will be kept all year. One spiral notebook for each curriculum area should last all year. The pages of spiral notebooks should never be torn out. Any notes, examples or information that will help you complete assignments should be written in the notebook for that particular subject (language arts/reading, math, science, social studies, fine arts).

Journal writing will be assigned in class on a regular basis.

Field trips are an extension of the class. All students are required to go on field trips. Students with discipline problems may be excluded. Field trips are scheduled throughout the school year and often require students to pay a minimal fee for transportation ($3-$4). Parents, guardians and adult family members are requested to attend trips as chaperone. More information will be provided when trip slips are distributed.

The Internet will be a key mode of communication between Ms. Manning and students. Ms. Manning has created or subscribed to online services designed for students. Parental permission is necessary before any student obtains access to the Internet (see CPS Acceptable Use Policy). Email accounts (provided by Gaggle.net) that will be closely monitored by Ms. Manning will be assigned to students. Classroom procedures, rules, projects, and announcements will be posted to the following website: http://cuip.uchicag.edu/~mmanning/adventurers305. Students may find it useful to visit links provided on this website.

Parents and guardians are welcome to visit and participate in the classroom at any time. Field trips are especially open to adult family members. Price welcomes parents to volunteer throughout the school. Parent-teacher conferences must be scheduled in advance and must not interrupt instruction unless an emergency situation exists. Parents and students may access grades online at http://mygradebook.com. More information will follow. If there are any questions, please leave a message for Ms. Manning @ (773) 535-1300. In the event you must reach me after school hours, please leave a voicemail message @ (773) 429-7056 or an email message at Meguess12@yahoo.com.

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TEXTBOOKS & SUPPLIES

Student Texts
Readings for the curriculum are found primarily in the textbooks that are distributed to each student. Students are expected to read all assigned selections and take notes. In addition to textbooks, resources will be distributed as necessary. Technology (CD-ROM and the Internet) will be vital sources of information for students. The textbooks used are:

 

Barman. (1992). Addison-Wesley Science. Menlo Park, CA: Addison-Wesley

Cooper, J. David and John J. Pikulski. (1999). Invitations to Literacy: Quest. Boston, MA: Houghton Mifflin.

Cooper, K. (1990) The Eastern Hemisphere: Yesterday and Today. Morristown, NJ: Silver Burdett & Ginn.

Ragno, N. (1989). Silver Burdett & Ginn English. Morristown, NJ: Silver Burdett & Ginn.

(1997). Scott Foresman-Addison Wesley Math. Melno Park, CA: Scott Foresman-Addison Wesley.

Templeton, Shane. (1998). Spelling and Vocabulary. Boston, MA: Houghton Mifflin.

 

Supplies
Students are required to purchase supplies and bring supplies to school as needed. Each day, students will use the following:

NOTEBOOK PAPER (LOOSE LEAF)
INK PENS (BLUE/BLACK & RED)
#2 PENCILS (SHARPENED)
6 SPIRAL BOUND NOTEBOOKS (ONE SUBJECT ONLY)
6 FOLDERS w/POCKETS & CENTER RING
1 JOURNAL (COMPOSITION BOOK OR SPIRAL NOTEBOOK)
COLORING PENCILS, MARKERS, CRAYONS
RULER
SCISSORS
DICTIONARY (for home use) *An intermediate dictionary is required and should be kept at home. Dictionaries available for in class use only and cannot be taken home.
GLUE
CALCULATOR
1 BACKPACK
2 YELLOW OR MULTI-COLORED HIGHLIGHTER
2 IBM FORMATTED COMPUTER DISKS
GYM UNIFORM (PRICE T-SHIRT, PRICE SHORTS, WHITE GYM SHOES USED FOR GYM ONLY)
KLEENEX OR FACIAL TISSUE

Additional supplies needed throughout the year are:
2 PKGS OF 4x6 INDEX CARDS
PROTRACTOR
COMPASS
8-10 POSTER BOARDS (FOR PROJECTS)
1 DISPLAY/PRESENTATION BOARD (FOR SCIENCE PROJECT)

CAMERA, FILM (& FEES FOR PHOTO PROCESSING USED FOR VARIOUS PROJECTS)

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DISCIPLINE & DRESS CODE

Students are expected to follow the code of student conduct outlined in the Uniform Discipline Code. When students break the code, the plan of action explained in the Uniform Discipline Code will be strictly followed. (Please read the Uniform Discipline Code carefully.) See Price School Rules & Procedures, CPS Uniform Discipline Code, and Student Agenda book for additional information. A detailed list of classroom rules will be distributed by the end of the second week of school following a class discussion of the rationale for rules and procedures.

Price School has a uniform code, which includes a solid white shirt or blouse, hunter green pants or skirt and black shoes. Clothing should not have advertisements or pictures. Shoes should be all black. Price t-shirt and shorts must be purchased and worn during physical education. Other stipulations for the uniform may be found I the Uniform Discipline Code booklet.

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