Ms. Neal-Champion

Hello My Name Is...

Latarsha Neal-Champion

Neal Champion

Welcome to the 2016-2017 school year!  My name is Latarsha Neal-Champion and I am originally from Brooklyn, New York.  This school year will be my 11th year teaching, all which have taken place here at Adamson Middle School.  I will be teaching 6th grade Math and English Language Arts.  Prior to becoming an educator, I worked in corporate America for 10 years as financial analyst.  My course of s

tudy in undergraduate school was Business Management, in which I received a Bachelor of Science degree from the State University of New York College at Old Westbury.  After working in the corporate field for 10 years, my desire to become an educator became overwhelming.  Serving children as an educator was my goal and I began to pursue this career.  I enrolled in the Teacher Alternative Preparation Program (TAPP), which is a two year intensive program, in Clayton County, and received my certification to teach.  I have just completed all my course requirements for Masters of Education in Special Education at Columbus State University.  After completing my exit exam in August 2016, I will be graduating with this degree in December 2016.  I am proud of myself and excited to meet and work with my students this school year. 

Course Information for 6th Grade English Language Arts and Math

6th Grade - English Language Arts

Course Description:

Instruction in grade six addresses students’ increasing maturity and the growing sophistication of their abilities. Students should be able to comprehend more challenging books and articles, basing all of their analyses, inferences, and claims on explicit and relevant evidence from the texts. Students will expand on their ability to identify central ideas by identifying how those themes are shaped and conveyed by particular details. Their analysis of basic literary elements will extend to identifying connections and complexities within narratives and how individual elements weave together to advance plot and reveal character. The evaluation of the impact of language on tone and meaning will begin to include more sophisticated concepts such as analogy and allusion, subtleties in point of view such as dramatic irony, and a more sophisticated appreciation for connotative diction. These skills will be incorporated into the students’ own narrative, informational, and argumentative writing. Students will become increasingly adept at understanding an author’s biases, the use of complex rhetorical devices including logical fallacies, and tailoring his or her own prose for maximum influence. In addition, the sixth grade curriculum embraces the three major shifts of the Common Core Performance Standards:

  • 1. Complexity

    : The standards require regular practice with complex text and its academic language

  • 2. Evidence

    : The standards emphasize reading and writing grounded in evidence from text, both literary and informational

  • 3. Knowledge

    : The standards require building knowledge through content rich non-fiction


While continuing with a variety of literary non-fiction, students in grade six will begin to tackle more technical informational texts as well. Literary selections will include foundational materials from mythology, cultural histories, and religious traditions. Text complexity levels are assessed based upon a variety of indicators.


Additionally, key research concepts will include media literacy, conducting searches, and finding and using sources. The Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.


6th Grade – Math

Unit 1: Extending students’ experience with whole number computation in elementary grades, division of fractions by fractions and all four operations on decimals are a focus in the first unit. Tasks utilize hands-on activities as a means to building understanding, rather than rote memorization of algorithms. Students also find common factors and multiples and deepen and extend their understanding of the distributive property to work with fractions.


Unit 2: Students work extensively with ratios and rational thinking through tasks and activities that generate deep understanding. The unit explores unit rate and comparative “size”, while focusing on real-world problems.


Unit 3: Students begin a more formal study of algebra as they move from arithmetic experiences to algebraic representations. Students learn to translate verbal phrases and numeric situations into algebraic expressions, understand like-terms, and work with exponential notation.


Unit 4: Extending the study of algebra, students reason about and solve one-step equations and inequalities. Often two quantities are not balanced or equal, and this unit introduces them to inequalities and how numbers compare, including work with number lines.


Unit 5: Students extend their work with area and volume from simple figures in elementary school to more complex figures, including those with sides of fractional lengths. Complex figures will be composed and decomposed into familiar triangles and rectangles in order to compute their areas. Nets of solid figures allow students to calculate the surface area of three-dimensional figures.


Unit 6: Students are introduced to the study of statistics, first by learning what constitutes a statistical question, then by collecting data through such questions and data sorting and analyzing. Statistical measures allow for the description of data through single-number summaries of center and distribution, and students explore and become familiar with what data “looks like” and find meaning in their samples.


Unit 7: Up to this point, students have only encountered numbers with values greater than or equal to zero (Natural Numbers, Counting Numbers, and Whole Numbers). Unit 7 introduces students conceptually to circumstances best described with negative numbers, numbers with a value less than zero- the set of Integers. Integer operations are taught in seventh grade, but by introducing students to integers in sixth grade, they have the opportunity to explore situations appropriately represented by negative numbers, and graph points in all four quadrants of the coordinate plane. Using a number line, students learn about numbers and their “opposites” (additive inverses), and absolute value (distance from zero). This unit is intentionally placed at the end of sixth grade, as it is not an expectation of the standards for sixth grade students to do any operations with integers. Instead, this unit is intended as an introduction. It leads directly into the first seventh grade unit, Operations with Rational Numbers.

Discipline Plan

The classroom and school environment should be one that enables all students to learn and feel safe during instruction.  Any behaviors that deviate from that will need to be addressed and handled accordingly.  Expected classroom behaviors are described below:



1. Respect teacher and classmates at ALL times.

2. Follow all school rules and classroom procedures. *no eating, no drinking, no cell phones, no   electronic devices.

3. Listen for and adhere to all directions the first time they are given.

4. Dispose of all trash in the proper receptacle; Clean up after yourself.

5. Do not leave your seats without permission.


1. Come prepared for class every day.

2. Complete all work in a timely manner.

3. Use the time I give you in class wisely.  I will give you plenty of time in class to complete the majority of your work.  If you do not use that time, you will be at a disadvantage.

4. Ask questions if you do not understand something. 



1st offense – Verbal warning

2nd offense – Verbal warning, parent contact, and consequence as appropriate (silent lunch, isolation, etc.)

3rd offense – Student/Teacher conference parent contact, consequence as appropriate (silent lunch, isolation, cross teaming, etc.)

4th offense –Parent contact, conference with parent and necessary team members

5th offense – Parent contact, Administrator contact

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