Transcript Sixth Grade Curriculum Night

8/20/2012
Mr. Caccavale
Mr. Gooding
Mr. O’Connell
Mrs. Stafford
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Top down approach
Focus is on depth of knowledge and
understanding
Scaffolding of concepts from grade to grade
SIXTH
Cite textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
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SEVENTH
Cite several pieces of
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from
the text.
47 states on board
EIGHTH
Cite the textual
evidence that most
strongly supports an
analysis of what the
text says explicitly as
well as inferences
drawn from the text.
 Focus
on specific learning outcomes
 Students take part in creating mission
statements, analyzing data, and setting goals
• Progress monitored
throughout the year and
tracked on graphs
displayed in room
• Plan Do  Study Act
Plot
Comprehension
Setting
Vocabulary
Character Development
“Digging”
into the text
 Common
Core Standards –
 dig deep (explain, evaluate, defend,
analyze, …)
 look at writer’s technique
 focus on various genres including nonfiction
 Develop strong readers with a solid skill
base to understand and retain literature
 Focus literary elements – plot, character
development, theme, point of view, etc…
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Materials
Harcourt
– Jr. Great Books
– literature studies
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– McCall-Crabbs
– Reading A-Z
Reading Logs – 20 pages per night for total of
400 pages per month
Classes work fits their needs
Interactive Student Notebooks (ISN)
Class library – open to all sixth graders
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book orders help fill shelves
donations of books or money to purchase books are
welcomed
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This class uses FOSS (Full Option Science System) as
the basis for study. FOSS is aligned with Arizona State
Standards and was developed through rich
collaboration of scientists, educational researchers,
curriculum developers, assessment specialists,
teachers, administrators, community members, and
parents. Students learn by doing science. FOSS
engages students to construct an understanding
through investigations and analyses, using lab
equipment, readings, and interactive technology.
 Water
& Weather : energy transfer,
air pressure, and water
cycle(AugDec)
 Diversity
of Life: use microscopes to
study organisms, including cell and
life functions (Jan- May)
9 Topics per Unit
Each topic has 1-3 parts, each part
taking 1-2 days to complete
Investigation 1: What is Weather
Investigation 2: Where’s the Air
Investigation 3: Seasons and Sun
Investigation 4:Heat Transfer
Investigation 5: Convection
Investigation 6:Water in the Air
Investigation 7: The Water Planet
Investigation 8: Air Pressure and Wind
Investigation 9: Weather and Climate
Investigation 1: What is Life
Investigation 2: Introduction to the
Microscope
Investigation 3: Microscopic Life
Investigation 4: The Cell
Investigation 5: Seeds of Life
Investigation 6: Transpiration
Investigation 7: Plant Reproduction
Investigation 8: Snails and Roaches
Investigation 9: Kingdoms of Life
 1-2
hands-on student investigations “labs”
 Science Interactive Student Notebook (ISN) –
must be kept in binder
 Power Point – outlines entire topic, notes
taken from this– Will be posted to website
after majority of content covered
 1 reading per topic in resource book
 Video clip(s)
 Quiz (at conclusion of topic) No NOTES
allowed on quiz– Students USE notes in ISN TO
STUDY 
Grades
posted regularly
Not every assignment/activity is for a
grade
Breakdown
25% Labs
35% ISN checks which includes class
work and homework
40% Quizzes/Tests
Cooperative
groups (change each
quarter)
4-5 kids per group
Website
very helpful 
Homework
 Power Points
 Helpful websites
 ISN Table of Contents
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4th
Quarter
Demonstration of Scientific Process
using Scientific Method
Experimentation done at home with
time in class to work on other
components
Science Fair will be sometime in May
Using the Common Core
Standards
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Argument: To persuade, bring about some
action on reader’s part, or ask reader to
accept a certain point of view; includes a
claim, reasoning and evidence
Informative/Explanatory Writing: To clarify
or increase readers’ knowledge or
understanding of a subject
Narrative: To convey experiences, either
real or imaginary, in order to inform,
instruct, persuade, or entertain
Writing priorities change as one moves up the grades
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Write routinely over extended time frames
(time for research, reflection, and revision)
and
Shorter time frames (a single sitting or a day
or two) for a range of discipline-specific
tasks, purposes, and audiences.
Use technology to compose and publish
documents
Speaking and Listening and Language
Use of Writing Process
Prewriting
- Using strategies to generate, plan, and organize ideas
for specific purposes.
 Drafting
- The use of prewriting activities to create a first draft
containing necessary elements for a specific purpose.
 Revising
- Evaluating and refining the rough draft for clarity and
effectiveness. “Ask: Does this draft say what you want it
to say?”
 Editing
- Proofreading and correcting the draft for conventions.
 Publishing
- Formatting and presenting a final product for the
intended audience.

While
we will still teach and
develop the six traits of Ideas and
Content, Organization, Voice,
Word Choice, Sentence Fluency,
and Conventions, this year
students will receive a single
score of 1 – 6 on a writing matrix
that combines the individual
traits.
 There
will be one big assessment per
quarter: Personal Narrative,
Informative/Explanatory, Persuasive
(Argument/Claim), Narrative of
student’s choice
 Other projects/ units: six traits,
friendly letter, functional (directions/
how to), author’s craft, organizational
structures, poetry, literary response,
and more!
 Writing
program introduced last
year.
 Helps writers with the pre-writing
step in the writing process.
 Use of Thinking Maps to organize
ideas before starting a piece.
 A skill-based program.
Daily
Language Review (DLR)
Monday-Thursday
DLR quiz on Friday (on clickers)
Demonstrate a command of
conventions
Focus on use of pronouns
Figurative Languange
Vocabulary
Ancient
Mesopotamia
Ancient
Egypt
Ancient
Greece
Ancient
China
Ancient
Rome
And
more…
Three
projects will be created
during the year
Allow students to dig deeper into
a topic
Designed to meet Common Core
standards
Can be done individually, or in
pairs
Used
for chapter notes
Creative outlet
Excellent study guide
Hello!
 Curriculum—”Math
Connects” —more
problem solving based
 Website- glenco.com (One site has it
all!)
 Common Core! Shared Standards
between states in the United States
 Common Core! Philosophy for math…go
for a deeper understanding of the
concepts rather than teaching
numerous standards with little depth
 Students
will be given immediate
feedback as they are working—
”Stecking”...a.k.a. Stamp Checking
 Students who need additional help are
called back to meet as a small group
 Most work should be completed in class
 Students will be taught to self-monitor
their homework at home (odd answers
are in the back of the book)
5%
Foldables
20% Homework
25% Daily Quizzes
50% Tests
Grades
based on tests, quizzes, class
work, and projects
Tests will be completed after each
chapter
Two to four quizzes per chapter
 Schedule:
TBD
8:45 – 8:55 –
8:55
9:40
DLR Specials
(4-day)
9:40 –
10:40
Hour
1
 Homework
10:40 –
11:30
Writing
11:30
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12:30
Hour
2
12:30
– 1:10
Lunch
1:10 –
1:30
Writing
/Dear
45-60 min.
 Weekly Folders
 Newsletters:
http://ls6thgrade.weebly.com/index.html
 Websites
 PTA
1:30 –
2:30
Hour
3
2:30 –
3:30
Hour
4