Language Arts 6 Part 1

Course Description:

Language Arts 6 Part 1 explores several types of literature. Students will be expected to write essays, including a comparison-contrast essay, a how-to essay, a short story, and a response to literature. Students will read intriguing stories written by famous and influential authors. The course will cover the writing process and effective writing techniques, and students will produce their own pieces of literature in multiple genres. Proper conventions of grammar will be reinforced.

Course Details:

Course Title (District): Language Arts 6 Part 1
Course Title (NCES SCED) : Language Arts (grade 6)
Course Provider : Genesee ISD
Content Provided By : Lincoln Learning Solutions
Online Instructor Provided By : Lincoln Learning Solutions
Standards Addressed : MMC
Academic Terms : Open Entry / Open Exit, Semester
NCES SCED Code :
Subject Area : English Language and Literature
Course Identifier : Language Arts (grade 6)
Course Level : (G) General or Regular
Available Credit :
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Sequence : 1 of 2

How To Enroll:

Email : [email protected]
Phone : 810.591.4401

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Additional Course Information:

Unit 1 Description
Inthis first unit, students will be introduced to several forms of fiction,including short stories, folk tales, fables, and novellas. They will learn manynew vocabulary terms, along with several grammar concepts, including the use ofnouns, pronouns, adjectives, and relative and interrogative pronouns. Studentswill write a comparison-contrast essay to express the similarities anddifferences between elements of two short stories.
EssentialContent and Skills

The learner will:

Demonstrate understanding of the many forms of fiction in an assessment.
Correctly identify nouns as common or proper.
Review the characteristics of a comparison-contrast essay.
Identify a purpose for reading.
Review the reading techniques of study-reading, skimming, and scanning.
Make predictions while reading the folk tale “The Storytelling Stone.”
Use a diagram to chart your predictions.
Use visual aids while reading to increase comprehension.
Define the vocabulary words features, interpret, concept, and indicate.
Demonstrate understanding of reading skills and strategies by completing an assessment.
Identify the following types of pronouns in an assessment: personal, subject, and object.
Make predictions using a chart while reading the short story “La Bamba.”
Define the following vocabulary words: jammed, maneuvered, groove, cast.
Through lesson instruction and by reading the textbook, identify ways to compare and contrast elements of a short story.
Use a graphic organizer to list ideas for a comparison-contrast essay while reading the short story “The Southpaw.”
Demonstrate comprehension of the short story by completing an assessment.
Define the following vocabulary words: treacherous, timid, feat, investigate, remedy.
Review vocabulary from Lesson 4.
Use a graphic organizer to list ideas for a comparison-contrast essay while reading the short story “Concha.”
Analyze conflict in the story through lesson and textbook instruction.
Review components of the comparison-contrast essay in preparation for writing.
Take notes on the novella “The Gold Cadillac” while reading.
Track clues and make predictions using a chart.
Demonstrate understanding of the novella by completing an assessment.
Review the elements of a good comparison-contrast essay through an example essay and a rubric.
Organize a rough draft of a comparison-contrast essay.
Define the following vocabulary words: evident, rural, dusk, ignorance.
Review the role of the trickster in a folk tale.
Monitor reading comprehension of the folk tale “He Lion, Bruh Bear, and Bruh Rabbit” by answering questions while reading.
Define the following vocabulary words: lair, suspicion, impressing, flattery.
Complete and submit the rough draft of a comparison-contrast essay.
Review characteristics of fables and folk tales.
Read “The Fox and the Crow” with a purpose of answer the question: Can the fox outsmart the crow?
Read “The Wolf and the House Dog” with a purpose of answering the question: Will a hungry wolf change places with a well-fed dog?
Take notes while reading the folk tales in this lesson.
Demonstrate comprehension of folk tales by completing an assessment.
Demonstrate understanding of adjectives by answering questions and checking responses.
Edit the comparison-contrast essay using teacher feedback and a rubric.
Define characteristics of myths and epics in a notebook.
Use a graphic organizer to help identify a purpose for reading.
Demonstrate understanding of a selection from the Epic of Gilgamesh by completing an assessment.
Demonstrate understanding of relative and interrogative pronouns by answering questions and checking responses.
Proofread and revise the comparison-contrast essay.
Read the comparison-contrast essay aloud to another person.
Define the following vocabulary words: clenched, splendor, rash, invincible, erupt.
Review key concepts from lessons 1-9, including readings, literary terms, and vocabulary to prepare for the unit exam.
Review the following grammatical concepts from Unit 1 to prepare for the unit exam: nouns, pronouns, adjectives, relative and interrogative pronouns.
Demonstrate understanding of Unit 1 material by completing an assessment.
Evaluate, revise, and submit the final version of the comparison-contrast essay.
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Unit 2 Description
InUnit 2 students will learn about short stories and their components, includingplot, setting, character, and conflict. Students will read, examine, andcomprehend several short stories, and then will write one on their own.
EssentialContent and Skills

The learner will:

Take notes while reading about setting and plot and how they are used in short stories.
Define the following vocabulary words: character, conflict, external conflict, internal conflict, climax, setting, atmosphere.
Recognize the basic parts of a short story and brainstorm ideas for writing one.
Identify the following types of verbs: action, linking, being, helping.
Review the importance of sequencing, retelling, and summarizing as strategies for reading comprehension.
Complete a summarizing pyramid while reading the short story “Priscilla and the Wimps.”
Use brainstorming notes to identify ideas for an original short story, including ideas for characters and conflict.
Use a cluster diagram to organize ideas for a short story.
Review plot and conflict in short stories to increase comprehension.
Define the following vocabulary words: devastating, nurturing, anonymous, tolerant, ponder.
Read the short story “Just Once,” and complete a retelling chart to identify and describe conflict and resolution.
Create a chart to brainstorm ideas for the setting of your original story.
Review plot, setting, and characters in short stories.
Define the following vocabulary words: frail, vital, consequence, surged, savored.
Read the story “All Summer in a Day,” and complete a sequence chart to identify the story’s main events.
Identify adverbs in sentences and check responses.
Review components of a good short story using the lesson and a rubric.
Write a rough draft of a short story.
Define the following vocabulary words: evacuated, interned, thrust, forsaken.
Take notes on setting, characters, and conflict while reading “The Bracelet.”
Summarize “The Bracelet” to enhance comprehension of the story.
Review the proper uses of quotation marks in order to correctly punctuate dialogue in the short story.
Write and submit a rough draft of a short story.
Define the following vocabulary words: montage, defense, linen, fraud, dismal.
Complete a graphic organizer to gather evidence and draw conclusions while reading an interview with author Walter Dean Myers.
Identify prepositional phrases correctly in an assessment.
Revise the short story according to a list in the lesson and a rubric.
Use a chart to log evidence about messages that are important to author Walter Dean Myers in “The Game.”
Draw conclusions from the evidence in the chart.
Demonstrate ability to identify and use prepositional phrases correctly, and will check his or her answers.
Continue to revise the short story based on a rubric.
Take notes on identifying the author’s message while reading a fable and a poem by Walter Dean Myers.
Recognize that prepositional phrases can be used as adjective and adverb phrases.
Proofread and revise writing based on the textbook and rubric found within the lesson.
Demonstrate understanding of the author’s message by completing an assessment.
Review note-taking as a strategy for reading comprehension.
Define the following vocabulary words: prescribe, discretion, compensation, rectify.
Use a graphic organizer to organize notes.
Read and summarize a magazine article to better understand and communicate the article’s main ideas.
Continue to revise the short story.
Prepare for the unit exam by reviewing short stories, vocabulary, and key concepts presented in Unit 2.
Review the following grammar concepts from Unit 2 to prepare for the exam: verbs, adverbs, quotation marks, prepositional phrases.
Demonstrate understanding of Unit 2 material by completing an assessment.
Evaluate, revise, and submit the final version of the short story.
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Unit 3 Description
In Unit 3 students will read,examine, and comprehend several short stories and a magazine article, whilelearning about literary concepts such as characterization and conflict,specifically internal and external conflict. Students will also learn how towrite a “how-to” essay, which lets them teach readers how to do something.
EssentialContent and Skills

The learner will:

Define the following vocabulary words: characterization, indirect characterization, direct characterization, conflict, protagonist, antagonist, internal conflict, external conflict.
Analyze how writers use characterization to make their characters believable.
Recognize the main types of conflict and their importance in short stories.
Identify components and structure of a “how-to” essay and brainstorm ideas for writing one.
Take notes on visualizing as a strategy for reading comprehension.
Make inferences while reading in order to better understand a text.
Brainstorm ideas for a “how-to” essay.
Demonstrate understanding of adjective phrases by completing exercises and checking answers.
Define the following vocabulary words: rattling, raggedy, itchy, and invisible.
Review techniques used by writers to create believable characters through characterization.
Read a textbook passage on the importance of making inferences while reading.
Demonstrate comprehension of the short story “Eleven” by Sandra Cisneros by completing an assessment.
Create a chart to organize ideas for a “how-to” essay topic.
Define the following vocabulary words: endured, claim, adjoining, and stampede.
Review the role of protagonists and antagonists and how they create conflict in short stories.
Complete a concept map while reading to help visualize the characters’ actions.
Organize steps to be included in a “how-to” essay using a rubric and an example essay as guides.
Define the following vocabulary words: torrents, tumult, downpour, depressed.
Through text and direct instruction, understand how characters’ actions affect conflict in stories.
Write definitions for external and internal conflict.
Create a chart while reading in order to track personal connections to the characters.
Identify independent and subordinate clauses.
Draft a “how-to” essay using the textbook, direct instruction, and example essays.
Define the following vocabulary words: hovered, devour, snatched, ravaged, lunged, craned.
Analyze the role of character types, archetypes, protagonists, and antagonists in myths and folk tales.
Complete a chart to identify conflict and characters in the myth “Medusa’s Head.”
Recognize sentence structure in order to create simple and compound sentences.
Submit a rough draft of the “how-to” essay.
Complete a chart to identify conflict and characters in the story “Dragon, Dragon.”
Recognize effective sentence structure to enhance writing skills.
Demonstrate understanding of sentence structure by completing an assessment.
Revise the “how-to” essay based on teacher feedback.
Complete a comparison-contrast exercise to identify similarities and differences between characters and conflicts in two stories.
Identify sentence types for effective writing: declarative, interrogative, imperative, exclamatory.
Continue revising his or her “how-to” essay using a model essay in the textbook.
Enhance writing skills by avoiding imprecise adverbs in writing.
Define the following vocabulary words: victorious, contemporary, amateurs.
Analyze how comparison-contrast techniques can be used to increase understanding of material presented in a text.
Read a magazine article and complete a Venn diagram to compare and contrast details of the article.
Correctly punctuate items listed in a series.
Proofread the “how-to” essay using ideas from the textbook and adult feedback.
Prepare for the unit final exam by reviewing short stories, vocabulary, and key concepts presented in Unit 3.
Review concepts of grammar presented in this unit to prepare for the final exam.
Proofread, edit, and submit the final “how-to” essay using a rubric as a scoring guide.
____________________________________________________________________________________________
Unit 4 Description
In Unit 4 students will read, examine, andcomprehend several short stories, while learning how to identify the theme, ormessage, of a story. They will also learn new vocabulary words, along withimportant reading and grammar concepts, such as cause/effect events,generalizations, predicate nominatives, and direct and indirect objects. Inaddition, they will write a response to literature essay throughout the unit.
EssentialContent and Skills

The learner will:

Recognize theme and why it is important for comprehending meaning in short stories.
Define the following vocabulary words: theme, subject, descriptive language, recurring/universal theme.
Preview a model of a response to literature essay in preparation for writing one.
Analyze cause/effect and generalizations as ways to identify the theme of a story.
Define the following vocabulary words: generalization, cause, effect.
Read the short story “Stray” and identify causes and effects, make generalizations, and identify theme.
Draft a thesis statement for a response to literature essay.
Read the short story “Ta-Na-E-Ke” and use a graphic organizer to help identify the theme.
Define the following vocabulary words: loftiest, shrewdest, grimaced, gorging, audacity.
Identify direct objects in sentences.
Continue to work on the response to literature essay by gathering evidence to support the thesis.
Continue to use the graphic organizer to take notes while reading.
Use information from the graphic organizer to identify the theme of the story.
Identify direct objects and indirect objects in sentences.
Begin drafting the response to literature essay using an organized structure from the lesson.
Recognize the difference between the theme and the subject of a short story.
Define the following vocabulary words: lavishly, mortified, spectacle, acquainted, etiquette.
Create a chart of key events and generalizations while reading the short story “The All-American Slurp.”
Review a rubric for the response to literature essay.
Complete a draft of the response to literature essay.
Complete the chart of key events and generalizations while reading the short story “The All-American Slurp.”
Identify predicate nominatives in sentences.
Begin revising the response to literature essay using teacher evaluation and revision techniques from the textbook.
Recognize the difference between the theme and the plot of a short story.
Define the following vocabulary words: plunged, thrashing, contented, consoled.
Use a graphic organizer to record causes and effects in a story.
Use a rubric to evaluate revisions to the response to literature essay.
Continue reading a story to understand how cause and effect can help reveal the theme.
Use a graphic organizer to record causes and effects in a story.
Identify predicate adjectives in sentences and check responses for accuracy.
Continue revising and proofreading the response to literature essay by reviewing the correct use of capitalization.
Define the following vocabulary words: contribution, occupation, and supervisor.
Take notes on the steps for completing an application.
Prepare an application to better understand how to follow directions in an informational text.
Continue revising the response to literature essay after reviewing the rules of punctuation.
Prepare for the unit final exam by reviewing readings, vocabulary, and key concepts presented in Unit 4.
Review concepts of grammar presented in this unit to prepare for the final exam.
Evaluate, revise, and submit the final response to literature essay.
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INACOL Online Course Quality Standards

Feedback Rating Comments
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Partially Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met
Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met

Review Conducted By : Genesee ISD
Date of Review : 08/01/2014

Unit 1: Essential Content and Skills

Correctly identify nouns as common or proper.
Use a diagram to chart your predictions.
Identify ways to compare and contrast elements of a short story.
Analyze conflict in the story through lesson and textbook instruction.
Review characteristics of fables and folk tales.
Define characteristics of myths and epics in a notebook.
Evaluate, revise, and submit the final version of the comparison-contrast essay.
Unit 2: Essential Content and Skills

Recognize the basic parts of a short story and brainstorm ideas for writing one.
Review the importance of sequencing, retelling, and summarizing as strategies for reading comprehension.
Use a cluster diagram to organize ideas for a short story.
Identify adverbs in sentences and check responses.
Identify prepositional phrases correctly in an assessment.
Use a graphic organizer to organize notes.
Evaluate, revise, and submit the final version of the short story.
Unit 3: Essential Content and Skills

Analyze how writers use characterization to make their characters believable.
Identify components and structure of a “how-to” essay, and brainstorm ideas for writing one.
Make inferences while reading in order to better understand a text.
Create a chart to organize ideas for a “how-to” essay topic.
Create a chart while reading in order to track personal connections to the characters.
Recognize effective sentence structure to enhance writing skills.
Proofread, edit, and submit the final “how-to” essay using a rubric as a scoring guide.
Unit 4: Essential Content and Skills

Recognize theme and why it is important for comprehending meaning in short stories.
Analyze cause and effect and generalizations as ways to identify the theme of a story.
Draft a thesis statement for a response to literature essay.
Recognize the difference between the theme and the plot of a short story.
Use a graphic organizer to record causes and effects in a story.
Take notes on the steps for completing an application.
Evaluate, revise, and submit the final response to literature essay.

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Open Entry / Open Exit 07/01/2019 12/31/2019 100 $150.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
If you notify the National Network of Digital Schools (NNDS) of cancellation within 30 days of the course enrollment date, you will be receive a 100% refund, less the $25.00 activation fee. No refund will be given after 30 days of the enrollment date. Materials purchases are eligible for a refund only when returned unused within 30 days of the date of the original shipment. Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment. Open Entry / Open Exit 07/01/2019 12/31/2019

Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 1 1 100.0% None

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