Welcome to Curriculum Night!6th Grade CAPP

Miss Schiff

6th Grade Curriculum◦ Common Core State Standards◦ The Curriculum in CAPP◦ ELA◦ Math◦ Social Studies◦ Science

Rubric Middle School Policies CAPP Expectations Questions

Agenda:

WHAT IS THIS “COMMON CORE” I KEEP HEARING ABOUT? WHERE DID IT COME

FROM? To help make American students more college

and career ready, the state governors had a meeting and agreed America needed to shift the way we do education as a country

They commissioned the creation of the Common Core State Standards (CCSS)

Later, when the CCSS were being adopted by numerous states, the federal government began to support it, giving billion dollar grants to states such as NY & GA to create aligned curricula

45 states, D.C., Guam, Northern Mariana Islands and American Samoa have all adopted the CCSS

WHAT DOES THIS MEAN FOR MY CHILD? Different level of thinking in the classroom Higher learning expectations More depth, less breath This is the last year of AIMS, it will be

replaced with the Partnership for Assessment of Readiness for College and Careers (PARCC)

Lets use AIMS and PARCC as examples of what a student has been asked to do with their learning

AIMS SAMPLE QUESTION: READINGRead the following phrase from the poem. Salty sausage and sweet syrup This is an example of which element of poetry? A. alliteration B. onomatopoeia C. rhythm D. repetition

Which of these phrases best states the main idea of this poem?

A . Weekends are less stressful. B. Alarm clocks are annoying. C. There is no school on Saturday. D. Sausage is only for breakfast.

PARCC SAMPLE QUESTION: ELA Which sentence best helps develop the central idea?a) “Miyax pushed back the hood of her sealskin parka and looked at

the Arctic sun.”b) “Somewhere in this cosmos was Miyax; and the very life in her

body, its spark and warmth, depended upon these wolves for survival.”

c) “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.”

d) He had ignored her since she first came upon them, two sleeps ago.”

In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

AIMS SAMPLE QUESTION: MATH What represents a 2/3 ratio? A. 30% B. 0.33 C. 60% D. 0.67

PARCC SAMPLE QUESTION: MATHPART A:

PARCC SAMPLE QUESTION: MATHPART B:

PARCC SAMPLE QUESTION: MATHPART C:

THE CURRICULUM IN CAPP The goal of CAPP is to challenge students to

think flexibly and develop multiple ways to solve a problem

It is designed to go DEEPER into the content, not accelerate through it

To blend skills learned in one area with skills and knowledge from another Example: Students wanted to relate each part of

a cell and it’s function to the roles of the different Greek gods.

English Language Arts &

Writing Skills

Standards: Reading Literature Reading Informational Texts Speaking and Listening Writing Language

See packet for specific standards under each concept

The CCSS Curriculum

Grade Module

Unit Lesson

In each module, students are required to think critically, read closely, cite textual evidence to justify a claim, and write with strong paragraphs using these skills.

Module 1 Myths: Not Just Long Ago Unit 1

“Shrouded in Myth”“The Hero’s Journey” based on Joseph Cambell’s idea

of the monomyth as an archetype from The Hero with a Thousand Faces

Unit 2Greek MythologyOutside recommended texts

Unit 3Creation of their own myth following “The Hero’s

Journey,” containing allusions to learned myths, and contains archetypes

The Idea is…Students are given several texts, literary, and

informational through which they develop skills to read closely.

Texts, tasks, and discussions draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts.

Tasks draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, explaining one’s thinking through justification and determining the meaning of words and phrases in context.

Writing, writing, writing

MATH Skills

• NBT (Numbers in Base Ten)• NF (Number and Operations – Fractions)• MD (Measurement and Data)• OA (Operations and Algebraic Thinking)• G (Geometry)• MP (Mathematical Practices) – interspersed

throughout all other standards

The Standards K-5:

• NBT (Numbers in Base Ten)• NF (Number and Operations – Fractions)• MD (Measurement and Data)• OA (Operations and Algebraic Thinking)• G (Geometry)• MP (Mathematical Practices) – interspersed

throughout all other standards

The Standards 6-8:

• RP (Ratio and Proportional Relationships)• NS (The Number System)• EE (Expressions and Equations)• G (Geometry)• SP (Statistics and Probability)• MP (Mathematical Practices) – interspersed

throughout all other standards

The Standards 6-8:

• Students will be learning more depth and less breadth for each skill.

• Students will be asked (and required) to think about numbers, operations, and problem solving in a different way than previous generations.

• They must be able to explain WHY and HOW they reached their answer using words.

• They must be able to solve problems in MULTIPLE ways.

• They will become better math thinkers and problem solvers!

The Idea Is…

Social StudiesSocial Studies in Grade 6 focuses on Ancient

Cultures and societies

This year we will cover the following:Prehistoric cultures and advancements from

agricultureAncient Egypt

Ancient MesopotamiaAncient IndiaAncient China

Ancient GreeceAncient RomeAncient Arabia

Cultures of Medieval EuropeEmpires and Cultures of AfricaEmpires and Cultures of Asia

Empires and Cultures of the AmericasEuropean Expansion

Model UNthroughout the year!

6th Grade Science

Arizona Science Standards

Strand 1: Inquiry process• Observations, questions, and hypothesis• Scientific Testing• Analysis and conclusions• Communication of Results

Strand 2: History and Nature of Science.• History of Science as a Human Endeavor.• Nature and Scientific Knowledge.

Strand 3: Science in Personal and Social Perspectives• Changes in Environment• Science and technology in society

Strand 4: Life Science.

• Structure and function in Living Systems• Understand the relationship between structures and

functions of organisms• Prokaryotic and Eukaryotic cells• Function of organelles in Eukaryotic cells• Hierarchy within organisms• Describe how various systems in a living organism

work together to perform a vital function• Populations of Organisms in an Ecosystem

• Analyze the relationships among various organisms and their environment

Strand 5: Physical Science

• Transfer of Energy• Understand that energy can be stored and transferred

• Mechanical energy• Electrical energy• Thermal energy• Transfer through conduction, convection, radiation

Strand 6: Earth and Space Science

• Structure of the Earth• Describe the composition and interactions between the

structure of Earth and its atmosphere

• Earth’s Processes and Systems• Understand the processes acting on Earth and their

interaction with the Earth systems• Atmosphere, lithosphere, hydrosphere• Affect on climate from: Ocean currents, elevation,

location• Weather system

MIDDLE SCHOOL POLICIES Your student is in middle school, with the

change from elementary to middle school, there are some changes in expectations

The following policies are middle school policies that have been in place for years at Calibre

These policies are the same throughout every 6-8 classroom in our school

These are new policies to my classroom (if your student had me last year) because last year neither your student nor I was in a middle school classroom

PASSPORTS Students get a new passport each

month Students receive positives and

negatives according to the codes at the top of their passport

At the end of the month, there is a reward for students who meet the criteria

Any teacher can give a student a positive or a negative (including specials teachers)

Positives and negatives do not cancel each other out

POSITIVES Given when a student goes above and

beyond the basic expectations of Character CountsExample:

Helping a classmate clean up a spill in the hallway – Caring

Asking for the homework via our class website – Responsibility

Voluntarily picking up litter on the way to lunch - citizenship

NEGATIVES Given for not demonstrating a Character Counts

trait Example:

Forgetting materials at home Missing assignment/No name Being off task Being tardy

3 negatives is a detention A tardy after lunch is an automatic detention (12:45)

Detention is a time for all 6-8 students who earned 3 negatives to reflect and understand what mistake they have made, and how they can improve.

RESPONSIBILITY Students are now in middle school and

have a greater level of responsibility for their own learningDoing their homework and projectsBeing prepared for classStaying organized

CAPP EXPECTATIONS On top of the middle school policies,

there are certain expectations listed on the Parent/Student CAPP Agreement Form.

3 TAKE AWAYS: Really thinking deeply is hard.  Let

it BE hard, help them talk it out.

 Problems & solutions happen everyday in the real world.

The new tests will require students to explain how they know. 

QUESTIONS?