The Stanley Clark School Sixth Grade Curriculum€¦ · The Stanley Clark School Sixth Grade Curriculum Advisory Art Athletics Band Chorus Drama ... Hal Leonard 2004 • Music selections

The Stanley Clark SchoolSixth Grade Curriculum

Advisory

Art

Athletics

Band

Chorus

Drama

French

Language Arts

Latin

Math

Music

Science

Social Studies

Spanish

Strings

Technology

Table of Contents

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6th Grade Advisory

Course Description: Students in 6th grade advisory meet five times each week, 20 minutes Monday - Thursday before their first period classes, and on Fridays during sixth period. The advisory program utilizes the guidelines of Developmental Designs to ensure consistency in language and expectations of all students. The advisory period allows students the opportunity to form a connection with one of their grade-level teachers who serves as their guide for the school year. Advisory establishes a sense of community and belonging and provides an opportunity for students to discuss issues or topics that are relevant to what they may be experiencing at any given time throughout the school year. The morning meeting helps establish a routine and set the tone for a constructive and successful school day.

Learning Objectives:

• Understand what it means to be organized• Develop effective time management skills• Understand what it means to be a good citizen• Understand what it means to be a role model• Understand that all students and their opinions are to be valued• Understand what it means to be a leader - advisory, section, grade, division• Understand autonomy and its associated responsibility• Understand the importance of friendship and what it means to be a friend• Conflict resolution• Build community and a sense of belonging• Problem solving• Self respect• Participate in the process of developing the Middle School Social Contract

Instructional Methods:

• Modeling behaviors• Circle of Power and Respect• Various sharing methods• Y-charts (How should a behavior Look, Sound, Feel)• Daily News• Activities/Games• Role play• Reflection

Evaluation Methods:

• Daily sharing

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• Discussion• Informal writing/journaling

Field trips/Special Projects:

• 6th grade service learning trip to Goodwill Industries - Fall and Spring

Students Materials:

• Student planners

Instructor Reference Materials:

• Various texts/periodicals available in the Hammes Professional Library• The Advisory Book, The Origins Program, Developmental Designs, 2008

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6th grade Art

Course description: Sixth graders have weekly art classes for one trimester. Depending on the trimester, a weekly art option course is available to either fifth/sixth graders or seventh/eighth graders. Whenever possible, the middle school art program is enriched by visiting artist workshops, all school curricular theme projects, service-learning experiences, and art museum/event field trips. Students also may volunteer to join and participate on the Scenic Art team for their school play, fall or spring. Sixth graders study various styles and techniques of outstanding artists and apply what they have learned in their artwork. They continue to gain art composition skills through practicing these techniques and skills in drawing, painting, mixed media, three-dimensional work, composition design, and often an interdisciplinary project. They are encouraged to be individual, unique, creative, as well as responsible, respectful students. Further development of perceptual awareness, critical thinking, appreciation, and an understanding of art are also stressed.


• Students will:

o learn to produce and apply formal art education elements and principles to her/his personal art works. (Art Production)

o explore, examine, and develop an understanding of master artists and their time periods and cultures. (Art History)

o learn to appreciate, assess, and articulate the language of art aesthetics in a variety of contexts and applications. (Art Aesthetics)

o reflect, assimilate, and critique self-work as well as evaluate master artists and others for the purpose of skill improvement and advancement. (Art Critique)

Instructional methods:

• Direct launch instruction• In class discussion and student brainstorming• Directs• Redirects• Clarification and student feedback• Student/Teacher ongoing dialogue• Hands on demonstration• Small group work• Discussion of master artist illustrations/visual references • Student to student sharing of skill sets • Constructive suggestions and feedback

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Student Materials:

• Art Supplies and equipment available to students may include but are not limited to:

o Drawing – graphite pencils, colored pencils, permanent markers, paperso Painting – acrylics, watercolors, temperas, and brushes of all types.o Mixed Media – glue, found objects, natural objects, metallic foil, recycling

materials, and resource materials.o Ceramics- clay and ceramic molding materials, bisque tiles, glazes, and potters

wheel.o Print making – brayers, cardboard and other printing surfaces, carving tools,

drying racks, ink trays, printing ink, and printing paper. o Art Equipment– cutting tools, compasses, DVD’s, storage racks and carts, VCR

artist techniques tapes, magazines, picture files, compasses, rulers, protractors, various artist professional tools and potters wheel.

Instructor Resources:

• NAEA standard and benchmark publications, on-line art resources• National art resources, Indiana Art Association, and local community art resources• Crystal Productions Poster sets: Know the Artist series, Careers in Art series, Art

Elements and Principles series. • Gerald Brommer, History of Art, resource book• Years of professional development courses, samples, instructional systems, etc.• Professional development of Mobile technology for course applications.

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6th Grade Athletics

Course Description: Students in fifth and sixth grade participate in an interscholastic athletic program that competes against other schools. Classes do not follow a traditional physical education program as students select seasonal sports in which they participate. The coaches stress proper technique and develop sport specific strategies. The non-competitive option allows students the same sport specific instruction without the commitment of after school competitions.


• Demonstrate mastery for the following manipulative skills: throwing, catching, kicking, and striking.

• Demonstrate mastery and understanding of sport specific skills for the following sports: soccer, cross country, volleyball, basketball, ice hockey, dance, golf, fencing, lacrosse, table tennis, and tennis. (as selected by student per season)

• Demonstrate mastery and understanding of sport specific strategies.• Continued demonstration of teamwork and sportsmanship during competitive activities.• Understand and demonstrate proper and safe equipment usage.


• Direct whole group instruction in P.E. setting• Demonstration of proper techniques by instructor and students• Whole-part-whole technique• Individualized instruction• Drills and exercises designed for repetition and skill development• Drills and exercises designed for game simulation (tactical understanding)

Evaluation Methods:

• Students are evaluated by individual coaches at the end of the fall and winter sports seasons.

• Individual and team performances based on the following skills criteria: dependability, cooperation (teamwork), improvement, sportsmanship, responsibility, attitude, and leadership.

• Team discussions


• SCS Invitational tournament; volleyball• SCS Invitational tournament; cross country• SCS Invitational tournament; basketball

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• Middle School Olympic Day (Miami Iroquois teams)

Students Materials:

• Safety equipment used in game/activities• Variety of sports equipment • Athletic wear (5th-8th)• Proper footwear (all grades)• Personal lockers and locks for both hallway and locker room (5th-8th)


• Dynamic Physical Education for Elementary School Children, Pangrazi, Robert, Aaron Beighle Publisher, 2009

• JOPERD (journal of physical education, recreation, and dance) • Strategies (a journal for physical and sport educators) • Sport specific Drill Books (numerous volumes) • Internet References including pecentral.com

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6th Grade Band

Course Description: This course is continued instruction on flute, clarinet, saxophone, trumpet, French horn, trombone, baritone, tuba, and percussion instruments (orchestra bells, xylophone, snare drum, bass drum, and other percussion accessory instruments). Students will receive instruction on tone production, articulation, phrasing, music reading skills, basic music theory, and instrument care. Performances will be highlighted throughout the year.


• Demonstrate the correct posture to be used when playing the instrument• Form a correct embouchure or stick grip for the instrument• Produce a characteristic, controlled sound on the instrument• Perform clean articulations on the instrument to include; tongue and slur combinations,

accents, staccato, legato and forte-piano• Hold the instrument, sticks, or mallets correctly with correct hand position• Perform music for the public with the band• Explain and demonstrate, with the band, the pyramid balance concept• Exhibit personal pride, integrity, responsibility, commitment, dependability, a strong

work ethic• Respect the abilities and efforts of others


• Direct whole group rehearsal

Evaluation Methods:

• Playing tests• Practice records• Evaluated rehearsal and concert behavior• Concert Attendance


• Public Concerts • Guest Speakers and performances

Students Materials:

• Essential Elements 2000, Band Method, Hal Leonard 2004• Music selections

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Instructor Reference Materials

• Essential Elements 2000, Band Method, Hal Leonard 2004• Teaching Music through Performance in Beginning Band, GIA Publications, 2001

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6th Grade Chorus

Course Description: In sixth grade, students have the opportunity to be in a combined chorus. They will prepare for their fall and spring concerts, as well as a possible performance in ISSMA vocal competition. While preparing for these performance opportunities, students will work on the fundamentals of singing in a group, as well as music literacy.


• Understand music literacy• Understand how to read a choral score• Sing a harmony line• Sing in three-part music• Perform a piece of music incorporating stylistic elements• Thoughtfully reflect on one’s performance• Blend with multiple voices• Follow along while a conductor is leading


• Direct whole group instruction in a classroom setting• Modeling of proper techniques by instructor• Individualized instruction• Cooperative learning groups by voice part

Evaluation Methods:

• Musical Performances• Class Discussions• Written Assessments


• Performance opportunities- Fall Concert, Spring Concert, and Middle School Final Assembly

Students Materials:

• Varied repertoire ordered from www.jwpepper.com• Instructor produced warm up activities


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http://www.jwpepper.com


• Varied repertoire ordered from www.jwpepper.com

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6th Grade Drama/TheatreVoice and Oral Interpretation/Acting

Course Description: The acting tools and movement for actors are reinforced. Theelements of voice are introduced as well as the actions. The students practice these skills through a variety of projects including poetry, storytelling, and reader’s theatre.


• Channel anxiety• Use imagination to improvise action and dialogue• Use and understand the tools of an actor• Use movement to communicate• Use vocal techniques• Appreciate theatre as an art form that reflects the human experience• Use appropriate audience behavior• Continue to develop the acting tools of imagination, concentration, observation, listening,

body, voice, mind, and trust


• Experiential – observations, role-playing, storytelling, games, acting/movement exercises to improve skills

• Indirect – problem solving, reading for meaning, reflective discussion, concept formation• Independent study – homework• Direct – lecture, drill and practice, demonstrations

Evaluation Methods:

• Evaluation sheet or rubric for each exercise• Class discussions• Development of scripts• Rehearsal and performance


• Performing at the Trimester Cabaret with the 5th grade class.

Students Materials:

• Various research material based on the chosen theme• Their imagination, body, voice, and mind

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• Experiences of the instructor as an actor, director, and teacher.• Various myths, stories, folk tales, and fables.• Sabatine, Jean. Movement for Actors.• Sabatine, Jean. Technique and Styles of Jazz Dancing, Hoctor Dance Records. 1969.• Spolin, Viola. Improvisation for the Theatre, Northwestern University Press, 1963.• Lessac, Arthur. The Use and Training of the Human Voice, DBS Publications, Inc., 1967.• Hagen, Uta. Respect for Acting, Macmillan Publishing Co., Inc. 1975.• Hunt, Peggy. Laban Movement Techniques.• Moore, Sonia. The Stanislavski System, The Viking Press. 1972.• May, Robin. Looking At Theater, Marshall Cavendish Corporation. 1989.• Jesse, Anita. The Playing Is The Thing, Wolf Creek Press. 1999.

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6th Grade French

Course Description: Students in sixth grade French take an introductory trimester of French. They meet three times a week for forty minutes. At the end of sixth grade, students choose among French, Latin and Spanish the language they wish to study for the next two years.


• Acquisition of a basic knowledge of the language• Familiarization with another culture• Development of linguistic awareness• Participation in brief conversations about familiar topics• Comprehension of the spoken language in the form of greetings, simple directions and

questions• To encourage further language study


• Exposure to basic oral, aural and written French• Written exercises• Reading simple passages in French• Listening to spoken French• Cultural topics including France and the francophone world• In-class dialogue work in French to practice skills

Evaluation Methods

• Written homework• Quizzes• Oral and written classwork to monitor progress• Final exam in whichever language is studied in the third trimester

Student and Teacher Materials:

• Allez, Viens - Harcourt.• Accompanying CDs and DVDs• Teacher produced handouts

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6th Grade Language Arts

Course Description: The primary goal of the sixth-grade curriculum is thoughtful and effective communication through reading, writing, listening, and speaking. Sixth grade learning centers around a theme of “Innovation.” Sixth grade English involves a balanced exploration of literature, composition, word study (spelling and vocabulary), and the conventions of grammar, usage, and mechanics.


• Reading

o Select and read independent reading books of personal interest on appropriate reading levels

o Use strategies including predicting, questioning, making connections, and inferring to enhance comprehension

o Understand the elements of storyo Analyze short stories to determine perspective and themeo Analyze characters in story o Analyze setting and how it influences the conflict and resolution of a storyo Analyze plot, including cause and effect, foreshadowing, building tension through

rising actions, and end of story plot twistso Evaluate author’s word choice in novelso Evaluate the effects of dialogue in storyo Summarize key points of a storyo Read and analyze poetry for form and meaningo Connect and extend plot discussions from a novel to the real worldo Analyze figurative language and symbolism within a novel

• Writing

o Craft written responses to literature, including analyzing and evaluating texto Create entries in the Writer’s Notebook responding to prompts and/or self-

selected topicso Draft a descriptive paragraph, revise, and create a final copyo Describe an object using similes and metaphoro Respond to writing promptso Create a personal narrative and improve it from draft to drafto Write a literary essay citing evidence from a storyo Write to compare and contrast characters or ideaso Collaborate with peers to create a group story that demonstrates the elements of

setting, character, conflict, plot, and resolution

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o Write a creative story that includes an essential settingo Write a characterization of the protagonist of a storyo Create original poetryo Given a prompt, write a coherent and effective essay that includes a strong

introduction and conclusion, as well as thoughtful ideas in organized paragraphs

• Vocabulary

o Study vocabulary and incorporate strong word choices in daily writingo Use word play to increase vocabularyo Discuss word origins

• Grammar, Usage, and Mechanics

o Use correct basic sentence structure, capitalization, and punctuationo Understand the role of the eight parts of speech and how to incorporate each into

original writingo Punctuate dialogue correctlyo Understand, use, and correctly punctuate complex sentenceso Correctly use commas for compound and complex sentences, equal adjectives,

mild interjections, items in a series, and direct addresso Use common homophones correctly


• Direct instruction• Mini-lessons• Large and small group discussions • Independent, literature circle, and whole group reading• Writer’s Workshop • Peer group activities• Tiger’s Den weekly visits

Evaluation Methods:

• Class discussions• Formative assessments of reading responses• Formative assessments of the Writer’s Notebook• Self-checked daily assignments• Multiple choice vocabulary tests• Performance assessments of final copies of compositions• Assessments of grammar, usage, mechanics, and spelling skills within final copies• Short comprehension quizzes for literature

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• Teacher conferences for reading and writing• Book projects• Summative assessments of literary essays based on 6 +1 Trait Language


• Poetry submissions to Creative Communications contest, as well as other optional contests

• End of year research project, integrated with social studies• Possible virtual author visits through webcasts• Original science fiction story

Students Materials:

• Wordly Wise 3000, 3rd edition, Book 6.• Prentice Hall: Literature, Bronze Level. 2005 edition.• Write Source, Grade 7.• Short stories such as “Charles,” “The Sound of Summer Running,” “Dinner Party,” and

“The Fun They Had.”• Novels such as A Wrinkle in Time and Out of the Dust• “Writing Practice Program” online essay grader from ERB• Various teacher created materials


• Writing Smarter!• Being a Writer, Developmental Studies Center• Lessons that Change Writers• Notebook Know-How• Teaching Middle School Writers• The Book Whisperer• Professor Grammar’s Punctuation Packets• Various instructional books and websites

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6th grade Latin

Course Description: Students in sixth grade take an introductory trimester of Latin. They meet three times a week for forty minutes. At the end of sixth grade students choose among French, Latin and Spanish the language they wish to study for the next two years.


• Acquisition of a basic knowledge of the language• Familiarization with basic information about the history and culture of the Romans• Practice in reading and writing basic Latin• Acquisition of a basic understanding of the connection between Latin and other

languages


• Essay writing on various topics of daily life in ancient Rome• Exercises in translation from Latin to English• Free composition in Latin • Class discussions on various topics• Visual presentations

Evaluation Methods:

• Homework and quizzes• Final exam in the third trimester

Students Materials:

• The Phenomenon of Language, Pearson


• Various DVDs

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6th Grade Mathematics

Course Description: The emphasis in the sixth grade mathematics curriculum is on algebraic thinking and extending the understanding of the real number system to include integers, rational numbers, and irrational numbers. Students will investigate applications of number theory and will acquire skills in adding, subtracting, multiplying, and dividing integers. Students will solve applied problems by using one-step equations and inequalities, percents, and proportional reasoning. Students will develop algebraic thinking by analyzing patterns to discover relationships, and by representing information through symbolic, graphical, and tabular methods. Throughout the course, there is an emphasis on the process standards of problem-solving, communication, reasoning, and representation. This course will also emphasize communication of mathematics in multiple forms of expression and how it is connected to daily life and other disciplines.


• Methods for Organizing and Displaying Data

o Calculate various measures of central tendency (mean, median, mode, range) and understand how outliers affect each

o Organize data using various tables, plots and graphso Create, read, and interpret various tables, plots, and graphso Explain how graphs can be misleading

• Number Theory and Basic Algebraic Reasoning

o Write and evaluate exponentso Express large and small quantities in scientific notationo Evaluate numerical expressions using the order of operations, including those

with multiple grouping symbolso Determine the prime factorization of a numbero Use prime factorization to find the greatest common factor of a group of numberso Use prime factorization to find the least common multiple of a group of numberso Substitute and evaluate an algebraic expressiono Write and interpret numerical and algebraic expressions given a statement or

phraseo Simplify expressions by combining like termso Solve single step equations using inverse operations

• Integers and Rational Numbers

o Use integers to represent real-world quantities

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o Understand that absolute value is the distance a number is from zero, and that absolute value cannot be negative because distance is not negative

o Plot points on a coordinate planeo Identify the correct ordered pair for a given point on a coordinate planeo Add and subtract integer expressions, understanding that subtracting a number is

the same as adding the opposite of that numbero Multiply and divide integer expressionso Solve single-step integer equationso Identify rational numbers vs. irrational numberso Find equivalent fractions and mixed numberso Convert between mixed numbers, fractions, and decimalso Compare and order rational numberso Estimate decimals by rounding and by using compatible numberso Add and subtract decimals (negative and positive)o Multiply decimals (negative and positive)o Divide decimals by integers (negative and positive)o Divide by decimals (negative and positive)o Solve single-step equations containing decimalso Multiply fractions and mixed numberso Divide fractions and mixed numberso Estimate fractionso Add and subtract like and unlike fractions and mixed numberso Solve equations containing fractions and mixed numbers

• Proportional Reasoning

o Identify, write, and compare ratios and rateso Find equivalent ratios and identify proportionso Solve proportions using cross productso Use dimensional analysis to convert between different unitso Identify similar figures using ratioso Find unknown lengths using similar figureso Determine scale factors and use them to reduce or enlarge an object

• Percents

o Demonstrate understanding of how fractions, decimals, and percents are relatedo Calculate percent of a numbero Solve single-step equations containing percentso Calculate percent change, discounts, markups, tips, taxeso Solve problems using the simple interest equation I = prt

• Plane Geometry

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o Identify and describe geometric figureso Identify angles and parts of angleso Classify lines and describe the angles formed by a transversalo Identify parts of a circleo Identify and name polygonso Classify triangles by sides and angleso Identify and name the special case quadrilateralso Find the measures of angles in polygonso Recognize, describe, and show different transformationso Identify symmetry in figureso Find the perimeter of a polygon and the circumference of a circleo Calculate the area of triangles, quadrilaterals, and circleso Express and evaluate numbers using powers and rootso Use the Pythagorean Theorem to find the missing side of a right triangle

• Volume and Surface Area

o Identify various three dimensional figureso Calculate volume (prisms, cylinders, pyramids, cones, and spheres)o Calculating surface area (prisms, cylinders, spheres)

• Probability

o Determine experimental and theoretical probabilityo Determine the number of possible outcomeso Calculate the probability of dependent and independent events


• Direct whole group instruction in a classroom setting• Individualized instruction • Cooperative learning groups (problem solving)• Small group instruction• Project-based learning• Use of technology in instruction (interactive whiteboard, dry erase desks, iPads)

Evaluation Methods:

• Daily homework (completion and corrections made)• Weekly written quizzes• Unit tests• Group problem solving

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• Various projects (indirect measurement, monthly budgets using percentages, recipes)


• Pi Day celebration• American Mathematics Challenge• Indiana Mathematics League Contest• Continental Mathematics League Contest

Students Materials:

• Holt Middle School Math: Course 2, Holt, Rinehart, and Winston, 2004.• Instructor produced handouts.• Various websites and applications.• Calculators• Protractors• Rulers• Dry erase desks


• Holt Middle School Math: Course 2 - Indiana Teacher’s Edition, Holt, Rinehart, and Winston, 2004.

• Various websites and applications including:o www.calculationnation.nctm.org o www.mathletics.com o www.brainpop.como www.nctm.org

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http://www.calculationnation.nctm.org

http://www.calculationnation.nctm.org

http://www.mathletics.com

http://www.mathletics.com

http://www.brainpop.com

http://www.brainpop.com

http://www.nctm.org

http://www.nctm.org

6th Grade Music

Course Description: This non-performing music class meets three times a week, for one trimester of the year and is designed to be a music appreciation course that teaches students about the “ingredients” of music such as melody, harmony, notation, texture, style, rhythm and form. Students will explore the basics of music as well as sing, perform on classroom instruments, and listen to various examples of music from around the world. Time is spent understanding the elements of melody, and students create their own melodic composition. Students will also gain an understanding of music’s relationship with world history and culture.


• Understand and recognize musical terms and symbols• Understand the historical significance of music in many cultures• Study and perform music from a variety of genres and diverse cultural, social, and

historical perspectives both, independently and with others• Describe, analyze and create music


• Direct whole group instruction in a classroom setting• Discussion• Interactive activities• Independent work• Guided reading and writing• Improvisation• Use of technology as a tool for learning• Self evaluations• Classroom performances

Evaluation Methods:

• Written quizzes and tests• Oral question and answer • Class discussions• Supplemental creative assignments• Ear training exercises


• Appropriate field trips and concerts as available• Guest Speakers and performances

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Students Materials:

• Instructor produced worksheets and handouts• Listen, Third Brief Edition, Worth Publishers, 1996 • Finale

Instructor Reference Materials

• The Development of Western Music, Second Edition, Brown and Benchmark Publishers, 1990

• Music An Appreciation, McGraw -Hill Book Company, 1980• Listen, Third Brief Edition, Worth Publishers, 1996• The Enjoyment of Music, W.W. Norton and Company, 1977• Various websites

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6th Grade Science

Course Description: The curriculum in science focuses on life science, physical science and scientific investigation. Life science is broken into botany and ecology. Physical science is divided into magnetism, electricity, and energy. Scientific investigation includes the scientific method and science processing skills.


• Life Science

o Botany Evolution of plants Vascular and nonvascular plants Angiosperms Gymnosperms

o Ecology Food chains Food Webs Energy pyramid Symbiosis Photosynthesis Cellular Respiration Levels of ecology Rachel Carson

• Physical Science

o Magnetism Types of magnets Uses of magnets Relationship between magnetism and electricity

o Electricity Ohm’s Law Circuits

o Energy The Law of Conservation of Matter and Energy Forms of energy Energy conversion Sound energy Scientific Investigation

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• Scientific Method and science processing skills

o Forming a hypothesis o Observing o Collecting datao Measuring (Using the SI system when possible)o Forming a conclusiono Use of the compound light microscopeo Use of the dissection microscope


• Direct whole group instruction in a classroom setting• Demonstrations by instructor• Laboratory activities• Individualized instruction

Evaluation Methods:

• Individual projects• Group projects• Inquiry labs• Lab practicals• Class discussions• Written tests and quizzes

Instructor Reference Materials:• Teacher generated materials• Harfield, Dave. How it Works Book of Junior Science. Imagine Publishing Ltd 2012.

BournemouthVarious websites include:www.biologycorner.comwww.nationalgeographic.com

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http://www.biologycorner.com

http://www.biologycorner.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com

6th Grade Social Studies

Course Description: Students in sixth grade social studies will examine the history of Europe, Russia, Asia and the Pacific Region. From here, students will examine real world problems that exist on these continents and help to find solutions to these problems.


• Learn and understand the five themes of geography and how they impact us• Learn and strengthen note-taking skills• Examine global issues and propose solutions to those issues

• Europe and Russia:

o Learn about the size, location, and population of Europe and Russiao Examine the major landforms of Europe and Russiao Find out about the waterways of Europe and Russiao Find out about the wide range of climates in Europe and Russiao Examine the natural vegetation regions of Europe and Russiao Learn about the natural resources of Western Europeo Find out how industry has led to the growth of cities and increased wealtho Learn about the cultural centers of Western Europeo Understand how open borders affect life in Western Europeo Find out about the natural resources of Eastern Europeo Learn about the different ethnic groups in Eastern Europeo Understand the impact of foreign domination on the regiono Find out about ethnic conflict in Eastern Europeo Learn about Eastern Europe’s cultural differenceso Examine Russia’s natural resourceso Learn about Russia’s ethnic groupso Find out about the Russian culture and its educational systemo Learn how the heritage of ancient Greece influences life todayo Discover the glory of the ancient Roman Empireo Learn about Europe in the Middle Ageso Discover what the Renaissance was like at its peako Examine the effects of increased trade and stronger rulers in the Renaissanceo Learn about revolutions in government and science in the 1600s and 1700so Learn how the Industrial Revolution changed people’s liveso Examine how nationalism and war can be relatedo Discover how Russia built its empireo Understand the fall of the Russian tsarso Examine the rise and fall of the Soviet Union

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o Learn the causes and effects of the Cold Waro Learn about the Russian Federation todayo Learn about the history of European Uniono Understand the purpose of the European Uniono Examine the structure of the European Uniono Find out what the future holds for the European Union

• Asia and the Pacific:

o Learn about the landforms and water bodies found in East Asiao Find our where most of the people of East Asia liveo Examine the major climate regions of East Asiao Discover how climate affects people and vegetation in East Asiao Learn about East Asia’s major natural resourceso Find out how the people of East Asia use land to produce foodo Learn about the civilizations of East Asiao Learn how Chinese culture influenced the rest of East Asiao Find out how East Asia was affected by Western nationso Examine some ways in which East Asia’s past affects its modern-day cultureo Find out how the people of China are different from the people of the Koreas and

Japano Learn about the landforms of South Asiao Discover the most important factor that affects climate in South Asiao Examine how people use the land and resources of South Asiao Find out which religions became part of South Asian cultureso Understand which empires shaped the history of South Asiao Learn about present-day religions and languages in South Asian cultureso Learn about the major landforms of Southwest Asiao Identify the two most important resources in Southwest Asiao Examine how people use the land in Southwest Asiao Learn that one of the world’s earliest civilizations grew in Southwest Asiao Understand that three of the world’s greatest religions began in in Southwest Asiao Examine the different ethnic groups and religions of Southwest Asiao Learn about the conflict between Arabs and Israelis in Southwest Asiao Learn about the main physical features of Central Asiao Discover which natural resources are important in Central Asiao Find out how people use the land in Central Asiao Learn that many cultures and peoples influenced Central Asia in ancient timeso Discover how Central Asian nations became independent and why they are a

focus of world interesto Learn about the major landforms of Southeast Asiao Find out about the kinds of climate and vegetation in Southeast Asiao Examine how people use the land and resources of Southeast Asia

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o Find out why Southeast Asia is a culturally diverse regiono Learn how colonial powers affected Southeast Asiao Understand how years of conflict affected Vietnam, Cambodia, and Laoso Find out why Australia and New Zealand have unique physical environmentso Learn about Australia’s physical geographyo Learn about New Zealand physical geographyo Examine features of high islands land low islandso Learn about the three main island groupso Find out what kind of climate and vegetation the islands haveo Discover how land is used in the Pacific islandso Find out how people settled in Australia and New Zealando Learn which groups shaped the cultures of Australia and New Zealando Understand how Pacific island nations have been affected by other cultures


• Project-Based Learning• Guided Inquiry Learning Model• “Flipped” instruction using instructor produced videos, readings, and websites.• Teaching students how to conduct proper searches on the internet.• Group work• Modeling of proper note taking skills by instructor• Individualized instruction• Direct whole group instruction

Evaluation Methods:

• Individual/Class discussion• Projects graded with rubrics• Peer evaluation• Group/individual class activities• Debates• Student created assessments• Written tests and quizzes


• “YouTown” Project due when 7th and 8th grade are off campus for their weeklong trip.• Oriental Institute at the University of Chicago.

Students Materials:

• World Studies Europe and Russia, Pearson Education, Inc. 2005

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• World Studies Asia and the Pacific, Pearson Education, Inc. 2005


• World Studies Europe and Russia, Pearson Education, Inc. 2005• World Studies Asia and the Pacific, Pearson Education, Inc. 2005• Accompanying DVD’s and workbooks to World Studies Europe and Russia series• Accompanying DVD’s and workbooks to World Studies Asia and the Pacific series• Various TED Talks about issues facing these regions

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6th Grade Spanish

Course Description: Sixth grade students continue their study of Spanish for one trimester and begin an introductory course to French and Latin in the remaining trimesters. Sixth grade students use the first part of the Level I Spanish textbook ¡Ven Conmigo! and study both familiar and new topics such as talking about wants and needs, talking about a sequence of events and schedules, and talking about leisure activities. Emphasis is placed on continual development of communication skills through guided practice. Students participate in brief conversations over familiar topics and comprehend the spoken language in the form of directions, commands, questions, and simple narrative descriptions. Grammar is presented formally and class is conducted almost entirely in Spanish.


• Basic Greetings and Introductions - Students will review how to greet peers and adults and introduce themselves and others with the aid of the following vocabulary:

o Hola, Adioso ¿Cómo te llamas? Me llamo...o ¿Cómo se llama? Se llama...o ¿Cómo estás?o ¿Cómo está Usted?o ¿Cuántos años tienes? Tengo ... años. o ¿Cuántos años tiene? Tiene...años o ¿Cuándo es tu cumpleaños?o Mucho Gustoo Encantado/ao Mi cumpleaños es el ____ de _________.o Ustedo Túo Buenos días, Buenas tardes, Buenas noches

• Alphabet - Students will review the letters of the alphabet in Spanish. • Pronunciation - Students will practice correct Spanish pronunciation, focusing on the

vowel sounds a, e, i, o, u, the consonants j, ll, h, b, and v, and vowel-consonant combinations such as “ca, ce, ci, co, cu” and “que, qui.”

• Numbers 1-1,000 - Students will review the Spanish numbers 1-1,000. • Talking about wants and needs - Students will review common school supplies and will

be able to talk about which supplies they need and want using vocabulary such as:

o Tengo/ No tengoo Necesito/ No necesitoo Quiero/ No quiero

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o ¿Qué necesitas?o ¿Qué quieres?

• Definite and Indefinite Articles - Students will be able to correctly use the definite articles: el/la/los/las and the indefinite articles un/una/unos/unas

• Describing the Contents of a Room - Students will be able to describe their classroom and their bedrooms at home, using vocabulary such as:

o la puertao la camao el escritorioo el armarioo la mesao el televisoro la ventanao la sillao la radioo la lámpara, etc. o Hay/ No hay

• Singular/Plural - Students will learn the grammar rules for making a noun plural and singular in Spanish.

• Talking about Time - Students will review how to tell time in Spanish and will also be able to talk about what time something will start using the vocabulary:

o A la...o A las...o de la mañanao de la tardeo de la noche

• Likes/ Dislikes - Students will review how to talk about likes and dislikes and will be able to talk about their favorite and least favorite classes in middle school.

• Classes and Sequence Events - Students will be able to discuss a typical class schedule using school subject vocabulary as well as vocabulary such as:

o Primeroo Despuéso Luegoo Mañanao Hoyo Por fin

• Adjectives - Students will focus on making adjectives correctly match the nouns they modify in number and gender and be able to describe themselves, their classmates, and their classes using vocabulary such as:

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o Yo soy...o Él/ Ella es...o Ellos son...o Nosotros somos...o La clase es...o interesanteo inteligenteo nuevoo viejoo fácilo difícilo simpáticoo guapoo feo, etc.


• Direct whole group instruction • Small-group and individual instruction • Partner activities • Interactive group games and songs • Role-play/ Simulations of authentic scenarios • Student projects and demonstrations• Multimedia presentations in Spanish • Use of hands-on materials and realia

Evaluation Methods:

• Final Cumulative Exam given at the end of the third trimester • Memorization and presentation of Spanish tongue-twisters and rhymes for pronunciation

practice• Daily conversation questions• Student-produced skits about shopping for school-supplies. • Written essay on a typical day in the life of a middle-school student. • Class discussion• Participation in class games and oral activities• Written quizzes and tests over Spanish vocabulary and grammar• Student writing samples

Students Materials:

• ¡Ven Conmigo! 1, Holt, Rinehart and Winston, 2003. • Teacher-created materials (worksheets, videos, reading samples, etc.)

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• ¡Ven Conmigo! 1, Holt, Rinehart and Winston, 2003. • Bartoshesky, Abigail, Crane, Cori, and Hamilton, Heidi. Doing Foreign Language:

Bringing Concordia Language Villages into Language Classrooms. New Jersey: Pearson Education, Inc. 2005.

• Various websites including: www.spanishplayground.com www.funforspanishteachers.com www.onlinefreespanish.com http://bibliotecadigital.ilce.edu.mx/ http://www.aplicaciones.info/lectura/lectura.htm#peques

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http://www.spanishplayground.com

http://www.spanishplayground.com

http://www.funforspanishteachers.com

http://www.funforspanishteachers.com

http://www.onlinefreespanish.com

http://www.onlinefreespanish.com

http://bibliotecadigital.ilce.edu.mx

http://bibliotecadigital.ilce.edu.mx

http://www.aplicaciones.info/lectura/lectura.htm#peques

http://www.aplicaciones.info/lectura/lectura.htm#peques

6th Grade Strings

Beginning Strings: This course is designed for students interested in beginning level instruction on violin and cello. Students will receive instruction on tone production, basic music reading skills, and instrument care. Performances will be highlighted throughout the year.


• Demonstrate the correct posture to be used when playing the instrument• Form a correct bow grip for the instrument• Produce a characteristic, controlled sound on the instrument• Perform clean articulations on the instrument using detaché bowings• Hold the instrument correctly with the correct left hand position• Perform music for the public with the Beginning Strings class• Exhibit personal pride, integrity, responsibility, commitment, dependability, a strong



• Direct whole group rehearsal• Modeling of proper techniques by instructor• Small groups• Individual instruction• Sound clips

Evaluation Methods:

• Class participation• Evaluate rehearsal and concert behavior• Concert Attendance



Students Materials:

• Songbook of progressive tunes provided by the instructor• Scale sheets and exercises provided by instructor

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• Guide to Teaching Strings, 3rd edition, Wm. C. Brown Company, 1981. • Strictly Strings, A Comprehensive Strings Method, Highland/Etlings Publishing Co.,

1992.• American String Teacher Journal, American String Teachers Association

4th-8th String Ensemble: This course is continued instruction on violin, viola, cello and bass. Students receive instruction on tone production, articulation, phrasing, music reading skills, basic music theory, and instrument care. The second trimester is devoted to chamber ensembles. Students play individually on a part in order to strengthen ensemble skills, improve intonation, and gain confidence. Performances will be highlighted throughout the year.


• Demonstrate the correct posture to be used when playing the instrument• Form a correct bow grip for the instrument• Produce a characteristic, controlled sound on the instrument• Perform clean articulations on the instrument to include detaché and slur combinations,

accents, staccato, legato and forte-piano• Hold the instrument correctly with the correct left hand position• Perform music for the public with the string ensemble• Explain and demonstrate, with the string ensemble, the pyramid balance concept• Exhibit personal pride, integrity, responsibility, commitment, dependability, a strong



• Direct whole group rehearsal• Modeling of proper techniques by instructor• Small groups• Sound clips

Evaluation Methods:

• Practice records• Class participation• Evaluate rehearsal and concert behavior• Concert Attendance

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Students Materials:

• Music selections• Scale sheets and exercises provided by instructor


• Guide to Teaching Strings, 3rd edition, Wm. C. Brown Company, 1981. • Strictly Strings, A Comprehensive Strings Method, Highland/Etlings Publishing Co.,

1992.• American String Teacher Journal, American String Teachers Association

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6th Grade Technology

Course Description: Technology in sixth grade involves learning to use the computer as a tool. A number of projects are completed that integrate the use of technology with other academic subjects.


• Use a spreadsheet to graph and interpret data• Use presentation software to present ideas• Create and edit information using a word processing program• Create an information brochure with a desktop publishing program• Find and evaluate information on the Internet• Understand what it is to be a good digital citizen


• Direct whole group instruction using screen sharing• Individualized instruction• Video tutorials • Modeling good digital citizenship by the teacher

Evaluation Methods:

• Rubrics for presentations and reports• Classroom observation• Class discussions

Students Materials:

• Various programs including Pages, Keynote, and Numbers to write reports, create presentations and work with spreadsheets

• Web browsers to research information on the Internet.


• Various websites.

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Documents

The Stanley Clark School Sixth Grade Curriculum€¦ · The Stanley Clark School Sixth Grade Curriculum Advisory Art Athletics Band Chorus Drama ... Hal Leonard 2004 • Music selections