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Theme: How History Shapes My Identity
The curriculum in grade six integrates concepts and skills from many disciplines in order to provide a well-rounded experience for sixth grade students. The curriculum design and implementation is based on the exploration of the concepts of Analysis, Understanding, and Memory related to the cities of Mecca, Florence, Tenochtitlan.
These concepts serve as an important bridge for the students as they grow and develop as learners. They will offer students the opportunity to embrace their own identities and family traditions while learning to explore and appreciate the cultures and worldviews of others. The early focus on identity and culture will also serve as a curricular bridge from the fifth grade study of the ancient civilizations of China and Greece to the study of important cities and events during the medieval period.
Guiding questions within this course of study include:
What is analysis?
Why is analysis an important step in the development of a historical perspective?
What does it mean to understand something? What is the difference between “knowing” something and “understanding” something?
How does a better understanding of ourselves allow us to better understand others?
What factors influence our understanding of an idea and of a community?
How do we create memory and preserve memory?
What factors influence what is remembered and how we remember events?
English
Marisa Guastaferro
Throughout the year, students read and write every day, both in class and at home. The emphasis of specific units of study rotate between the two. As a rule, the literature that students read inspires their writing. During reading units, students also focus on finding the meaning of words in context; each unit focusing on a different part of speech. Each writing unit also has a specific grammar component. This component serves as an extension of student knowledge of the part of speech studied in the previous reading unit.
During the first semester, students engage in a study of identity, both their own and that of the characters in the stories we read. Students start the year reading a collection of short stories by authors such as Sandra Cisneros, Amy Tan, Langston Hughes, James Howe, and Maya Angelou. Students read and analyze these stories to gain a deeper understanding of both character and story flow. Then students put their new knowledge to use by writing original short stories. During this writing unit, students focus on story flow, using outlines, character analysis, descriptive writing, and dialogue.
During our unit on the city of Mecca and the concept of analysis, students engage in a reading unit about Habibi, by Naomi Shihab Nye. During this unit students begin to explore the ways that time and place affect the lives, beliefs, and customs of both groups and individuals. We also focus on distinguishing fact from fiction in a text. Then we launch into an historical fiction writing unit. During this writing cycle students use details from both Habibi and the social studies curriculum on the city of Mecca to write an historical fictional piece. This piece is designed to further advance the students’ ability to analyze character and setting as well as take on a new voice as a descriptive writer. Students practice using outlines to plan the format and flow of their piece.
During our study of the city of Florence and the concept of understanding, students read the play Romeo and Juliet. While reading this text, students focus on dramatic/expressive reading, using context clues, and determining theme. They demonstrate their comprehension of the text through their group podcast project, in which they edit a scene for the most important information, and record a dramatic reading of the dialogue. Students then begin a formal essay writing unit, which focuses on determining and analyzing the themes of the play. While writing this essay, students practice using an outline for expository writing in order to plan and organize their ideas. They also practice using quotes from the text to support their claims about the play.
During this time, students also read and answer comprehension questions about the Mona Lisa as depicted in The Second Mrs. Giaconda by E.L.Konigsburg. In conjunction with the study of Tenochtitlan and the concept of memory, students read a memoir in a literature circle format. Students are assigned to read a book that matches both their reading level and interests, and have guided discussions with others in their group. During this unit, students primarily focus on theme, story analysis, open-ended questions, and author voice and style. Finally, students write a personal memoir. During this writing unit, students focus on creating an outline, a theme, and writing with voice and style.
Life Skills
Mary Nealon, Sam Tuttle
The Life Skills course is a planned, sequential 6-8 curriculum that addresses age-appropriate physical, mental, emotional and social dimensions of adolescent development. The program helps students acquire accurate information and the skills necessary to make healthy, responsible decisions as they grow. It builds on The School’s comprehensive gender and sexuality and social emotional learning curricula that begin in the lower divisions.
Sixth Grade Life Skills topics seek to broaden the students’ cultural and social awareness in addition to helping them to understand their own emerging sexuality. Activities and lessons center around topics such as diversity and stereotypes, bullying, media literacy and cyber safety, street and personal safety, gender and sexuality (including conception and pregnancy), healthy and unhealthy relationships of all types, and the harmful effects of alcohol on a teen’s developing brain.
Mathematics
Angela Barraco, Isabel Shen
The year begins with a study of geometry. The students explore and investigate polygons and angles through classification, properties, and measurement. Students learn about complementary/supplementary angles and transversals. Next they study area and perimeter of polygons and circles through exploration, formulas, applications and real-world contexts. Upon completion of the geometry unit, students review various concepts of number theory (factors, multiples, prime numbers, composite numbers, prime factorization) that are beneficial to applications in the fractions unit which begins with a review of visual representations, equivalencies, simplification, and the relationship between mixed numbers and improper fractions. The students then apply their understanding of these concepts to fraction operations (adding, subtracting, multiplying and dividing). Ratios/proportions and their application to concepts such as rates, unit rates, and map scales is the final theme within fractions. With formal guidance, differentiation of instruction/activities, and opportunities to think “outside-the-box”, students apply their problem-solving skills throughout the various units of study already undertaken and continue to do so for the remainder of the year.
While the 6th graders explore the relationship between fractions, decimals, and percents, they also review place value, master scientific notation, and apply learning to real-world scenarios such as taxes, tips, and discounts. In conjunction with statistics, the sixth graders explore probability through experiments and games of chance, as well as learning about combinations and permutations. Sixth grade content concludes with algebra, a new and exciting topic for many students. Having been exposed to variables and equations throughout the year, the sixth graders begin learning to solve single and multi-step equations through various means. They also apply their algebraic thinking to translation between verbal and mathematical expressions and equations.
Performing Arts: Music
Rachel Klem
The students begin the year reviewing and solidifying skills in rhythm, vocal technique, and proper musical technique on both the barred and unpitched instruments. They review fingerings and breathing techniques on the Soprano Recorder, and the students are introduced to the Alto Recorder in October. Emphasizing proper technique on all instruments allows students to feel comfortable when they begin to improvise. Improvisation is a personal and original expression of the self, and each student’s experience with it connects with the sixth grade concept of Identity.
The next unit of study begins with a comparison and Analysis of Renaissance and modern instruments. Students discover that the ancestors of the modern orchestra have similar sounds and can often be grouped with contemporary orchestral families. The students also work collaboratively to create a Renaissance play. In preparation for their performance they learn about the cultures and customs of this exciting time period, and the culminating event, a Renaissance Evening, is a rewarding and creative way for the students to exhibit what they learn.
Finally, the concept of Memory is introduced through the ancient civilization of Tenochtitlan. Each student searches his or her own memory for the songs and lullabies sung to them as children. They also study lullabies from the Aztec and Mayan civilizations.
Science
David Lebson
The science curriculum begins with a focus on the geology of planet Earth. Students explore how convection currents in the mantle drive the motion of tectonic plates, and how this motion causes earthquakes. The eventual result of their study is the discovery of why the present day Middle East has such an abundance of oil. This knowledge connects to the students’ study of the city of Mecca, linking the past to the present. Numerous lab activities are conducted, designed to emphasize key scientific skills such as observation, careful measurement, detailed analysis (stressing how data supports an hypothesis), and justification of whether or not predictions were accurate. One such lab requires students to apply their understanding of seismic waves to locate the epicenter of a real earthquake. A major focus in the fall is the use of indirect evidence. Students repeatedly struggle to determine, and then explain, how they can “know” things they have never directly observed.
The second half of the sixth grade science curriculum focuses on two topics: the study of the human body in the winter and astronomy in the spring. The human body unit examines five or more major body systems, with students learning about the anatomy (structure) and physiology (function) of their bodies. This study connects to Leonardo da Vinci’s work on mapping human anatomy, and ties in to a greater understanding of the city of Florence during the Italian Renaissance. Several experiential trips are undertaken. In the past, these have included a hospital tour and The Bodies exhibit. This unit also stresses the importance of understanding the roots of scientific terms as a way of mastering the vocabulary more easily. The astronomy unit begins with a connection to the city of Tenochtitlan. Members of this early civilization had an extremely sophisticated understanding of the calendar. Comparing this Aztec calendar to the one used today, it becomes a springboard to examine our modern understanding of the motion of objects in our solar system. Through discussion, lab activities, and trips, students are constantly challenged to conceptualize the vast distances required to describe the universe.
Social and Emotional Learning
Sam Tuttle, Megan Frost
The sixth-grade Social and Emotional Learning curriculum presents students with opportunities to participate in dialogues regarding issues affecting positive social interactions. Working in small and large groups, with the sixth grade teachers and members of the Child Study Team, students work toward SEL objectives in the areas of self-awareness, self-management, social awareness, relationship management, decision-making, and responsibility. The SEL curriculum, implemented in conjunction with Life Skills, provides opportunities for students to discuss strategies to combat bullying, consider how stereotyping has a negative effect on others, analyze how emotional states contribute or detract from problem solving, and judge the seriousness of unethical behaviors.
Social Studies
Monica Amaro
The start of the year begins with a mini-unit in which students explore their personal histories as individuals and as part of a collective. Students continue to examine timelines, the use of primary and secondary sources, and bias in the creation of historical understandings. They then transition to the study of the city of Mecca and the Middle East. Emphasis is placed on the three major monotheistic religions with a lengthy study of Islam. The significance of the Arabian Peninsula is also studied. Focus is placed on its geography and that geography’s impact on its inhabitants. In analyzing the origins and influence of Islam, students develop a better understanding of the history and culture of this important geographic area and the people who inhabit it. Skills developed include reading non-fiction texts, researching, note taking, paraphrasing and summarizing.
In the second half of the year, students continue to further develop their critical thinking, research, presentation and note-taking skills as they study the cities of Florence and Tenochtitlan. Students connect the influence of Islam that spread and soared during the 14th and 15th centuries with the “rebirth” of western culture known as the Italian Renaissance. Focus is placed on notable individuals in the fields of art, politics, architecture and science. A transition is then made to examining the city of Tenochtitlan. Anaysis of the Mexica (Aztec) people, including the historical and current day ramifications and effects of colonization, is undertaken. The goal is for students to recognize tools of resistance used against oppressive powers in order for native populations to preserve their identities, cultures and traditions.
Spanish Language
Esther Ardila
Beginning in September, students connect to the study of Mecca through an exploration of history and important monuments in Islamic Spain. They compare maps of present day Spain to Al-Andalus, look at the Alhambra, and take a virtual tour of the site describing it and answering questions about what they observe. Students learn to conjugate important regular and irregular verbs, as well adjective/noun agreement. They learn basic question words, and acquire content-related vocabulary through activities requiring listening, reading and speaking utilizing skills ranging from mathematical or verbal to kinesthetic or musical, and appealing to many different learners.
During the second half of the school year, students connect the study of Renaissance Florence to an exploration of the biography and work of Miguel de Cervantes. They study and write about Cervantes’ life and time. They read and retell age appropriate versions of the adventure of the windmills from Cervantes’ novel Don Quijote de la Mancha. Finally, they work in small groups to present a short skit reenacting the adventure of the windmills. Students continue to work conjugating important regular and irregular verbs as well as understanding how to use the verb ir to express the future. They learn new vocabulary related to the Quijote study as well as descriptive vocabulary, landscape vocabulary, hobby names, and expressions with the verb tener, all through activities requiring listening, reading and speaking. Activities here continue to challenge and support learners with different styles.
Technology
Karen Blumberg
Students in sixth grade continue to understand technology within the context of their various academic subjects. They reinforce existing skills across the curriculum while incorporating more advanced skills into new class projects that require the integration of technology. The technology students choose depends on the subject and what they believe will be appropriate to meet their individual needs.
Programs used and sample projects might include:
iWeb (web authoring tool) incorporating digital images used for the timeline project, voice-overs, and titles; eventually exported as a Quicktime movie and displayed on our website
Geometer's Sketchpad utilized in mathematics (translations with parallelograms and rotations with equilateral triangles), and in Visual Arts (Tesselations)
The Social Networking Site where students learn how to maintain a digital profile and network “virtually” with each other in an acceptable academic manner
iMovie or GarageBand to merge audio and digital images into a multimedia presentation of a scene from Shakespeare
Visual Arts
Yoshiko Maruiwa
In the art studio, the sixth graders explore ways of representing their identity. In the process, students practice capturing the contour of an object using their own belongings and add other objects to create a form of self-portrait. Students then move on to study patterns and shapes by creating tessellations using visualization software. The sixth graders are able to use these experiences in the studio to make connections to the art and artistic processes practiced in the Islamic culture. This study inspires the students to create an individual mosaic tile design using geometric elements.
In the second half of the school year, sixth graders study artworks from Florence and the Renaissance. Students explore color mixing and apply the skills to their painting projects. Finally, the sixth graders move on to studying the role of art in the Tenochtitlan and Aztec culture, and investigate the three-dimensional works connected to this period. They then incorporate this study into the creation of real and imaginary animal sculptures in clay, developing hand-building skills.
Wellness
Nicole Hare, Sophie Hy
During the first semester the students learn about the importance of cooperation and utilizing effective communication strategies to help them grow as a community. This is accomplished through the sports education model of teaching. The students begin by working on basic skill development, which includes learning about the rules and parameters of various activities. After the students have practiced and increased their skill level they apply what they've learned in a culminating unit ending activity. During this process the students learn about social and personal responsibility by taking on different roles such as coach, referee, trainer, observer and/or player within a game setting. Students have the opportunity to share different skills when taking on these roles. The units that the students cover may include volleyball, basketball, and jump rope within which the students create their own routines. The goal is to provide the students with activities that they can participate in both individually and/or in a group setting so that they can continue to live healthy lifestyles outside of our wellness classes.
The second half of the year continues with students working on communication strategies in a team setting as part of a larger community. The students learn more about soccer, floor hockey and ultimate Frisbee. They also practice hand-eye coordination when learning to juggle; this in conjunction with their study of Florence and the Renaissance. The students expand an understanding of their bodies through integrated learning on muscle pairs and body functions. Throughout the year they also study nutritional components and the food pyramid in order to better understand their overall wellness.
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