III. GRADE 6 PROGRAM
Grade 6 Program The Grade 6 learning environment exudes an atmosphere of supportive nurturance that takes students to the middle level of their academic, social, and emotional development. Teachers are role models who teach overtly through instruction and covertly by personal example. They pattern skills of time management, organization, and the foundation for exercising critical thinking skills. A hands-on methodology and personal interest approach are key ingredients to helping students progress through challenging and complicated course work and concepts. Generally, development of basic skills through application in content areas is emphasized, rather than a strictly contentoriented “sage on the stage” approach to learning. Teachers are ever-present to provide support, encouragement, and opportunity to capture teachable moments to promote a student’s personal growth and character development.
MATH – FINISHING THE FOUNDATIONS
ENGLISH – FUNDAMENTALS OF COMMUNICATION
Texts: “Math 6” “Math, Course 2”
General themes of self discovery and thought expansion are explored and promoted through interaction with the selected Grade 6 novels that correspond to interdisciplinary History and Science courses. Using think-aloud reading, personal responses to literature, and free writing, students are encouraged to adopt a more sophisticated manner of reading and writing. With word, sentence, paragraph and essay scaffolding, students develop confidence in their abilities to read and write well. Mastering the function and use of parts of speech and sentence form, and employing vocabulary and examples from novels, students build a bank of literary imagery to enhance their narrative, expository, and poetic writings. Through group literary discussions, drama, and poetry readings, oral expression is enhanced. Resources: “Vocabulary Workshop, Level A” “English Workshop, First Course” “Sounder,” by Armstrong “Crossing The Wire” by Hobbs “So Far from the Bamboo Grove,” by Watkins “Julius Caesar,” by Shakespeare
2012-2013 Middle School Program Guide
The Math Program is primarily designed to finish and solidify the foundations of mathematics in arithmetic and basic geometry. By the end of the year, all students are working with numbers in all forms: integers, percents, fractions, and decimals. Students work with various basic formulas of measurement, particularly applied to geometric figures. Proportional thinking, graphing principles, variables, and solving basic equations are also introduced. The Math Program is taught in three groupings – honors, accelerated, and mainstream – to better meet the developmental thinking of students. The basic differences in levels are in the pace of presentation and depth of material. All classes use problem solving and project application to move beyond the rules of math to the understanding and uses of math.
HISTORY – GLOBAL PERSPECTIVES
Students begin a serious study of major world regions by focusing on Latin America, Africa, and Asia. They explore and analyze the geography, culture, economic, and political structures, history, social development, and role of religion within each region. They also learn to compare and contrast the unique features of those areas while appreciating their individual significance in world affairs. These regions come alive through the reading of the Prentice-Hall “World Studies” textbooks, classroom discussion, and the stimulation of collaborative and individual projects. This course of study is designed to challenge students to recognize that all people are interconnected, to broaden their appreciation and respect of cultural diversity, and to consider world history in new and different ways. Texts plus numerous resources: “World Studies – Latin America” “World Studies – Asia and the Pacific” “World Studies – Africa”
7
III. GRADE 6 PROGRAM
SCIENCE – EARTH SCIENCE
The focus of the Science Program is for students to experience a continuous exposure to applications of the scientific method. While studying weather and climate, the transfer of matter and energy within ecosystems and biomes, and the basic principles of chemistry and motion, students apply skills of the scientific method. Application of this process includes reading, comprehension, application to real-life situations, and critical thinking. Interactive projects and Internetbased research are practiced within a cooperative learning group. Texts: “Weather and Climate” “Environmental Science” “Chemical Building Blocks” “Motion, Force and Energy” MODERN LANGUAGE
Students are introduced to the oral and written forms of either French or Spanish. Oral communication begins with the emulation of short dialogues, and students progress to creating their own dialogues and skits. Oral comprehension is developed through listening to the Teacher, classmates, CDs, and DVDs. Lessons are reinforced and practiced with the use of the book online and different web pages. Students develop their writing skills through composing short dialogues, letters and simple paragraphs in the present tense. Students also learn about cultures of French or Spanish speaking countries and how they compare to English speaking countries. This focus broadens students’ knowledge, fostering respectful understanding. Classes are small, providing each student with numerous opportunities to express himself/herself in the target language. All King faculty and staff are expected to: Spanish Texts: Þ Commit to advancing the Mission of King. “Exprésate 1,” textbook and writing activities book Þ Actively contribute to a positive faculty culture. Texts: ÞFrench Actively support School initiatives and programs. “Allez, viens!,” Level 1 and workbook
Þ Make professional renewal a top priority by
having and following a personal professional
2012-2013 Middle School Program Guide
8