Welcome to Curriculum Night!

1. Welcome to Curriculum Night! 6th Grade CAPP Miss Schiff

2. Agenda: • 6th Grade Curriculum • Common Core State Standards • The Curriculum in CAPP • ELA • Math • Social Studies • Science • Rubric • Middle School Policies • CAPP Expectations • Questions

3. 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

4. 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

5. AIMS Sample Question: Reading Read 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.

6. PARCC Sample Question: ELA Which sentence best helps develop the central idea? • “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” • “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.” • “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” • 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.

7. AIMS Sample Question: Math • What represents a 2/3 ratio? A. 30% B. 0.33 C. 60% D. 0.67

8. PARCC Sample Question: Mathpart a:

9. PARCC Sample Question: MathPart b:

10. PARCC Sample Question: MathPart c:

11. 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.

12. English Language Arts &Writing Skills

13. Standards: • Reading Literature • Reading Informational Texts • Speaking and Listening • Writing • Language See packet for specific standards under each concept

14. 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.

15. 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 2 • Greek Mythology • Outside recommended texts • Unit 3 • Creation of their own myth following “The Hero’s Journey,” containing allusions to learned myths, and contains archetypes

16. 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

17. MATH Skills

18. 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

19. The Standards 6-8: • 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

20. 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

21. The Idea Is… • 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!

22. Social Studies Social Studies in Grade 6 focuses on Ancient Cultures and societies

23. This year we will cover the following: Prehistoric cultures and advancements from agriculture Ancient Egypt Ancient Mesopotamia Ancient India Ancient China Ancient Greece Ancient Rome Ancient Arabia

24. Cultures of Medieval Europe Empires and Cultures of Africa Empires and Cultures of Asia Empires and Cultures of the Americas European Expansion Model UN throughout the year!

25. 6th Grade Science

26. 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

27. 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

28. 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

29. 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

30. 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

31. Positives • Given when a student goes above and beyond the basic expectations of Character Counts • Example: • 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

32. 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.

33. Responsibility • Students are now in middle school and have a greater level of responsibility for their own learning • Doing their homework and projects • Being prepared for class • Staying organized

34. CAPP Expectations • On top of the middle school policies, there are certain expectations listed on the Parent/Student CAPP Agreement Form.

35. 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.

36. Questions?