6th Grade
Students in Grade 6 are expected to read fluently and to think critically in order to evaluate and acquire a deep understanding of what is being read. 6 grade students will be exposed to a great variety of texts of fictional, nonfictional, printed, and on-line literature appropriate to their age and analytical competence.
In addition to the classroom library, all students will be encouraged to use different resources, such as the school library, public libraries, the world wide web, magazines, newspapers, periodicals, and scientific newsletters. They are expected to read at least 20 minutes everyday at home in order to foster the habit of reading. 6th grade students will turn in a weekly reading log, where they will be able to summarize their reading through posing question, wiring comments, highlighting observations, and/or summarizing content.
High quality literature is incorporated to most units of inquiry. 6th graders will read classics such as “Romeo and Juliet” by William Shakespeare, historical fiction such as, “The Pearl” by John Steinbeck, “Animal Farm” by George Orwell, and “Huckleberry Finn” by Mark Twain. They will read fiction such as “ The Wizard of Oz” by L. Frank Baum, “The Giver” by Lois Lowry, and “Peter Pan” by J.M. Barry, and many different nonfiction books, as they do research and follow their own inquiries.
6th graders are expected to reflect at all times, as they read. They will be encouraged to analyze, question, and synthesize literature using high level thinking. They are expected to show a deep understating of plot, character motivation, stylistic choices, and give their own interpretation of the authors’ intent. They will develop a deeper analysis of different texts, discovering the role of various literary devices; and will be encouraged to apply those devices and to understand the possibilities they offer to enrich their own written productions.
6th grade students will write fluently and accurately, as they will be also encouraged to follow the different stages of the writing process. They will be constantly revising and redrafting their pieces of writing, for we consider the process as valuable as the final outcome. All drafts, as well as the final products, will be turned in. To aid with revising and redrafting, students will be encouraged to utilize the word processor in the writing process. They will write a variety of texts, thinking and reflecting about their purpose, content, development, relevance and audience.
When writing G6 students are expected to use resources to find correct spellings, and to spell accurately in final drafts. Spelling will be address in many different ways in G6; it does not only refer to the correctly spelled word, but also involves the appropriate usage of it, and it is extremely linked to the development of the learner's lexis.
We will emphasize the use of dictionaries and thesaurus as a regular tool for the students to use in order to check their spelling and to enrich their vocabulary. G6 students will use word origins to determine the meaning and spelling of unknown words, develop their knowledge regarding less common roots and word parts to analyze the meaning and spelling of complex words, and spell roots or bases of words, prefixes, suffixes, and contractions. The use of word processors and spell check tools will be also encouraged and seen as learning tools as well.
Sixth grade students will also use language to present their finding orally, showing awareness of the power of oral language and how it helps them to construct meaning and connect with others. Oral language will be used to convey the student’s own thinking, as well as a means to help others construct knowledge.
Students will be aware of the importance of using different varieties of the oral language according to the context, purpose, and audience. They will have daily opportunities to experience this, through individual and group oral presentations, discussions and formal or informal interaction with their peers and teachers.
They will be encouraged to use appropriate discursive cues that will enable them to be both active speakers, as well as active listeners. They will show confidence and a risk taking attitude when interacting with others in a variety of situations.
Math in Grade 6
Mathematics will take place within the context of transdisciplinary themes and independent practice. Math provides students an opportunity to develop transferable problem solving skills built upon logical and careful thinking. Emphasis is placed on understanding, manipulating, and writing the language of Math. Students will constantly practice translating Mathematic language into written and oral English as a way to create, develop, and explain their mathematical thought.
Through the units of inquiry, the history of Math and its influence on culture and technology will be explored. Students will practice their skills through a study of contemporary economics and will gain an understanding of interest, integers, and probability. They will develop a clear understanding of the difference of theoretical and experimental probability and conduct experiments to prove their thinking.
Students will collect data through unit of inquiry investigations and display it in an understandable way. They will understand how to interpret and organize their data and
create spreadsheets and a variety of graphs. An understanding of mode, medium, mean, and range will be evident through their verbal and written explanations.
Students will use formulas to find angles, missing angle measurements, area or volume of 2 and 3 dimensional shapes and objects, and circles. They will demonstrate an understanding between the relationship of a triangle and a square, the relationship between radius and circumference by developing procedures to prove the relationship. They will demonstrate their understanding through different application projects which may involve creating architectural structures, redecorating rooms, etc.
Relationships will be explored through proportions and represented in percents, fractions, and decimals. Algebraic thinking and patterns will be applied by formulating expressions to show how one quantity changes when a related quantity changes. Students will generate formulas and use letters as variables to solve problems from real-life situations. Algebra will be naturally introduced and explored as the students face situations that will naturally promote its application.
Students will recognize the absolute value of a number and its inverse. They will use their understanding of an inverse and inverse operations to solve equations. Addition, subtraction, multiplication, and division of integers will be used to increase student understanding of and ability to balance and solve equations. Factorization will promote an understanding of numbers by recognizing that all composite numbers are composed of primes. An emphasis will be placed on identify common factors and multiples.
Science in Grade 6
The PYP considers the science and technology curriculum to be driven by skills and concepts rather than content. By developing a case study on Leonardo Da Vinci, his life, artistic contributions, attributes, and inventions, sixth graders will explore man’s ability to use technology to help human development. They will analyze the creative process implied in the development of complex machines, and they will apply their understanding by creating their own complex machines. They will focus on documenting their thinking processes in inventor’s journals, where they will sketch, apply mathematical concepts such as measurements, estimations, area, volume, ratios, etc., and use language to explain their hypotheses and thinking. They will experience the creative process and the difficulties that real inventors face, and they will focus on the process and not on the final outcome only.
In sixth grade students will conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices. They will use scientific inquiry methods during those investigations, and they will also use critical thinking and scientific problem solving to make informed decisions at all times.
Focusing on living things, students in grade six will explore the interrelationships between living systems, and the importance and differences of their components. Through individual and group inquiry they will focus on the different types of cells, animal and plant, procaryotes and eucaryotes, their differences, similarities, functions, and main structures and organelles. Students will research and understand the cell theory and how cells carry out functions to sustain life. They will also understand how systems, such as the immune system or the respiratory system work at a cellular, and organic level.
Through different inquiries into materials and matter, and forces and energy, sixth graders will
explore the origins, properties and uses of natural and human-made solids, liquids and gases. They will inquire into natural resources, renewable, nonrenewable, or inexhaustible sources of energy, and their importance and impact on our lives. They will carry out discussions, reflect and question their own responsibility in relation to these topics.
Social Studies in Grade 6
In Grade 6 Social Studies will take place within the context of the transdisciplinary themes:
( Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, and Sharing the planet ). These transdisciplinary themes will include exploration into diverse cultures and their commonalities, the beliefs and knowledge exposed in folk stories, a study of ancient knowledge, preserved by Islam, that was resurrected into western thought during the Renaissance. They will study the developing thought and theories of the structure of animal life and various scientists who have made significant contributions to our understanding of life, and independent study of personal interest.
At this age students will expand their personal perspective and begin to see the commonalities between local and global communities. They will develop a concept of the global influences that directly influence their life. Their ability to see how knowledge and culture are constructed with past events and thoughts will expand through the study of stories, religions, people, empires, politics, and science.
Social Studies perspective
Social Studies is an integrated area of inquiry. The unique perspective provided by following the strands outlined below contributes to our understanding of human activity.
History
The study of the past allows us to understand the fluidity of empires and the common needs society and its culture repeatedly respond to. This understanding allows us to reflect on our present societies, predict outcomes of actions of government and citizens, and make reasonable decisions that may affect the future.
Geography
Through the study of the relationship between people and their environment we develop a sense of the importance of place on the thoughts, stories, art, lifestyles, religions, and structure of governments that provide an opportunity for society to develop.
Society
We explore the ways people relate to their society and find individual and group values reflected in social systems. The study incorporates the disciplines of anthropology, economics, ethics, politics, psychology, and sociology.