A Fourth Grade Preview A Third A Sixth Grade Preview Grade Preview

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A Fourth Grade Preview A Third

A Sixth Grade Preview Grade Preview

Please read on to learn more about our resources, units of study, learning goals and report card used in sixth grade.

Each page is arranged by subject and contains a link to the Indiana Academic Standards. These are used by our teachers to develop their lesson planning. Key standards at each grade are also identified on the report card.

These suggested sequences, units of study and learning goals are taken directly from the publisher and are for instructional use and planning for Hamilton Southeastern Schools. While the listings are extensive, they certainly do not represent the life that our teachers bring to their lessons and the thoughtful

planning that occurs to meet the individual needs of students.

If you would like to review any of our resources, please contact your building principal to schedule an appointment to review these materials onsite.

The content contained in this document is provided only for educational and informational purposes; it is not intended to constitute an offer or contract.

Hamilton Southeastern Schools reserves the right to add, delete, or amend any of the following information at its sole discretion and without notice to the public.

The use of third-party material does not constitute an endorsement of the material or the third party providing it.

You may not copy, reproduce, distribute, publish, display, or modify, any such material, nor may you distribute any part of this content over any network, sell or offer it for sale or use such material to construct any kind of database.

Mathematics in Sixth Grade Mathematics in Third Grade

Teachers use resources from Big Ideas Math: Big Ideas Learning, IXL Math along with the Indiana Academic Standards to plan units of study for their sixth-grade students.

The sequence below represents a typical recommended publisher sequence from Big Ideas Math. Variation occurs as we support the individual needs of students with responsive teaching practices through enrichment, acceleration, remediation, reteaching, project work and with school improvement goals that

are specific to your student’s school.

To learn more about the Sixth Grade Indiana Academic Standards

https://www.doe.in.gov/sites/default/files/standards/grade6-math-standards-dec-2020.pdf Mathematics Units and Goals

Unit Learning Goals

August Numerical Expressions and Factors • Write and evaluate expressions

• Write a number as a product of prime factors

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• Find the greatest common factor and least common multiple of two numbers

September Fractions and Decimals • Find sums, differences, products and quotients of whole and mixed numbers, fractions and decimals

• Solve problems involving operations of rational numbers

October Ratios and Rates • Use tape diagrams and ratio tables to understand ratios and rates

• Use reasoning to solve rate problems and convert units of measure

November Percents • Convert between fractions, decimals, and percents

• Compare and order fractions, decimals, and percents, and find percent of a number December Algebraic Expressions and Properties • Write and evaluate algebraic expressions and identify equivalent expressions

• Apply the Distributive Property to generate equivalent expressions

January Equations • Write one-variable equations that represent real-life problems

• Solve one step equations, and solve problems involving one-step equations February Area, Surface Area, and Volume • Find areas and missing dimensions of polygons and composite figures

• Represent prisms using nets and find surface area and volume of prisms March Integers, Number Lines, and the

Coordinate Plane • Compare and order rational numbers

• Plot and reflect ordered pairs in the coordinate plane

• Understand the concept of absolute value

April Statistical Measures • Use data to answer statistical questions

• Find and interpret mean, median, mode, range, interquartile range and mean absolute deviation

May Data Displays • Display and interpret stem and leaf plots, histograms, and box and whisker plots

• Determine which measures of center and variation are most appropriate Reading in Sixth Grade

Teachers use resources from Teachers College at Columbia University by Heinemann Publishing, Leveled Text for Guided Reading, Achieve 3000, Reading A to Z by RAZ Kids, Leveled Take Home Books by Fountas and Pinnell, Sixth Grade Periodicals by National Geographic, and our Fountas

and Pinnell Benchmark Assessment System for leveled reading lesson planning along with the Indiana Academic Standards to plan units of study for their sixth-grade students.

The sequence below represents a typical recommended publisher sequence from Heinemann Publishing. Variation occurs as we support the individual needs of students with responsive teaching practices through enrichment, acceleration, remediation, reteaching, project work and with school improvement goals that

https://www.doe.in.gov/sites/default/files/standards/grade6-ela-standards-dec-2020.pdf

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Reading Units and Goals

Unit Learning Goals

August

September A Deep Study

of Character • Session 1: Investigating Multiple Characters Traits; subtle details

• Session 2: Readers Revise Their Thinking as They Accumulate Evidence; rethink and revise

• Session 3: Developing Courses of Study with a Partner; genre study

• Session 4: Perceptive Readers Acknowledge the Parts of a Character That are Less Likeable; protagonists

• Session 5: Some Character Traits Matter More Than Others, when they Affect the Rest of the Story; character motivation

• Session 6: Lifting the Level of Your Writing About Reading; capture your thoughts while reading

• Session 7: Readers Consider the Pressures Acting on Characters; character motivations

• Session 8: Readers Reflect; reflect on the novel and their reading lives

• Session 9: Characters Are Often Shaped by the Mood of Atmosphere of the Setting; setting affects the events

• Session 10: Readers Attend to the Precise Language Authors Use to Describe the Setting; vocabulary and figurative language

• Session 11: Sometimes Characters Are Torn by Competing Pressures, Including the Pressures of a Place: character motivation and effect on one another

• Session 12: Settings Can Change Over Time, Not Just Physically, but Psychologically; shifts affect characters

• Session 13: Characters Acting as a Group Can Wield Enormous Influence, for Good or for Evil; setting affects characters

• Session 14: Settings Also Change in Time, Often Bringing in Backstory to Develop the Character; prediction and conclusions

• Session 15: Readers share Their Work and Reflect on the Challenges and Growth; character learning and theme

• Session 16: Characters’ Troubles Become Motifs in a Story; symbolism

• Session 17: Moving from Motifs to Themes

• Session 18: Investigating How Symbolism Relates to Themes; author choices

• Session 19: Taking Charge of Your Collaborative Reading Life; readers take charge of their reading

• Session 20: Reading Aloud to Support Repertoire and Agency; apply range of reading skills

• Session 21: Reflection and Agency Centers; sharing what you have learned

October

November

Social Issues

Book Clubs • Session 1: Reading for Trouble and Discerning Relationship Issues; relationships between characters

• Session 2: Weighing Characters’ Relationships for the Positive and Negative—in Literature and in Life; character actions and reactions

• Session 3: Noticing How Characters Contribute to Relationships through Actions and Reactions; structure

• Session 4: Club Work that Fuels Reading Plans and Deeper Thoughtful Talk; inquiry

• Session 5: Analyzing How and Why Power Affects Relationships; dynamics between characters affect the relationships

• Session 6: Studying When Character Traits Collide; analyze the reasons for traits colliding

• Session 7: Reflecting on Relationships with Books to Decide on a Future Course of Study

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• Session 8: Thinking about Groups as Sources of Issues; readers notice character issues

• Session 9: When People within a Group Struggle, It’s Often Because of Power Imbalances; readers think about issues of a group

• Session 10: Using Common Literary Themes to Think More Deeply About Group Issues in a Text: themes and ways they are supported

• Session 11: The Intersection of Group Identities with Individual Traits; character challenges

• Session 12: Read-Aloud: Weighing Positive and Negative Messages in Stories; denotation and connotation

• Session 13: Investigating When Texts Are Reinforcing and Challenging Assumptions about Groups; perspective

• Session 14: Considering Roles People Can Play When Issues Arise—and Resolving to Be Upstanders’ reflect as you read

• Session 15: Bringing Yourself, with All Your Complications, to Your Reading; making conclusions

• Session 16: Learning from Our Texts and from One Another; understanding perspectives

• Session 17: Identifying with Less Likeable and Less Admirable Characters; identify roles of characters

• Session 18: Curating Text Sets and Making Plans to Continue Reading Together; students reflect and plan for study and book clubs

December January

Tapping the Power of Nonfiction

• Session 1: Reading with Engagement and Fascination Right from the Introduction; asking questions as you read

• Session 2: Generating Questions and Ideas that Spark Rich Club Conversations; working with book clubs build rich text conversations

• Session 3: Determining Central Ideas; focusing on how details fit together

• Session 4: Rethinking Initial Ideas; rethinking central ideas

• Session 5: Learning from the Stories Embedded in Nonfiction Texts; determine how authors use stories to develop central ideas

• Session 6: Ideas Have Roots: Tracing How Ideas Are Developed Across a Text; ideas, events, and people link to central ideas in the texts

• Session 7: Self-Assessing and Goal Setting; pause and apply learning

• Session 8: Read-Aloud: Building Up A Bit of Background Knowledge When You Encounter a New Topic; researching

• Session 9: Drawing on All You Know to Tackle New Projects with More Skill; reading text sets

• Session 10: Summarizing Complex Texts; determining importance

• Session 11: Synthesizing across Texts; synthesizing information

• Session 12: Dealing with Tricky Parts: Reading Outside the Text to Help You Comprehend Inside; using easier, explanatory, or follow-up information

• Session 13: Getting to Know the Lingo of Your Topic; know and use the vocabulary of the topic

• Session 14: Readers Don’t Wait to Do Their Own Thinking; read author’s facts and central ideas while developing your own ideas about the topic

• Session 15: Developing Carefully Curated Text Sets; evaluate and analyze texts

• Session 16: Launching a New Round of Research Groups with Greater Independence; planning a research project

• Session 17: Inquiry into the Particular Challenges of Online Research; problem solving mindset for investigations

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• Session 18: Determining the Author’s Point of View and How It’s Advanced; point of view and author’s techniques

• Session 19: Dealing with Texts that Contradict Each Other; determine importance and analyzing texts

• Session 20: Crafting TED Talks to Get Others Fascinated by Your Topic; teaching about your own learning

February

March Testing as a

Genre Created within team PLC work; based on NWEA and ILEARN Data. A reteaching and review of previous units related to fiction and non-fiction reading.

April

May Time for

Independent Choice Reading

Students apply reading strategies and skills to share their stories, ideas, and research.

Reading Levels in Sixth Grade

Reading level teaching occurs in small groups and through individual conferring. Levels develop along a continuum. Both informal and formal assessments occur throughout the year. Below is the reading level progression used in sixth grade. Highlighted levels represent the expectations for the end of each quarter.

Grade Level Fountas/Pinnell Reading Level

K Q1 A

K Q2 B

K Q3 C

K Q4 D/E

1 Q1 D/E

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1 Q2 F/G

1 Q3 H/I

1 Q4 J/K

2 Q1 J/K

2 Q2 L

2 Q3 M

2 Q4 N

3 Q1 N

3 Q2 O

3 Q3 P

3 Q4 Q

4 Q1 Q

4 Q2 R

4 Q3 S

4 Q4 T

5 Q1 T

5 Q2 U

5 Q3 V

5 Q4 W

6 Q1 W

6 Q2 X

6 Q3 Y

6 Q4 Z

7-8 EOY Z

Writing in Sixth Grade

Teachers use resources from Teachers College at Columbia University by Heinemann Publishing along with the Indiana Academic Standards to plan units of study for their sixth-grade students.

The sequence below represents a typical recommended publisher sequence from Heinemann Publishing. Variation occurs as we support the individual needs of students with responsive teaching practices through enrichment, acceleration, remediation, reteaching, project work and with school improvement goals that

https://www.doe.in.gov/sites/default/files/standards/grade6-ela-standards-dec-2020.pdf Writing Units and Goals

Unit of Study Learning Goals

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August- September Restarting a Writing Unit: Up the Ladder Narrative

• Session 1: Think, Plan, and Write

• Session 2: Revising by Telling the Important Parts, Bit by Bit

• Session 3: Planning Your Story in Three Parts

• Session 4: Using Drama to Bring Characters (and Writing) to Life; quotation

• Session 5: Varying End Punctuation

• Session 6: Letter to Teachers- A Mini-Celebration

• Session 7: Fiction Writers Create Characters with Real Wants and Troubles that Matter

• Session 8: Because Endings Matter, Fiction Writers Draft Several

• Session 9: Writers Are Job Captains of Their Writing; structure and revision

• Session 10: Developing Characters Across a Series

• Session 11: Bringing Out the Secret Thoughts and the Quirkiness of Characters

• Session 12: Editing and Celebration

• Session 13: Living a Writerly Life; generating ideas

• Session 14: Writers Zoom in to Focus on a Moment

• Session 15: Storytelling as Rehearsal for Drafting Out of Notebooks

• Session 16: Writer Do the Stuff They Have Already Learned

• Session 17: Revising from the Heart; endings and themes

• Session 18: Learning from the Pros; stamina, edits, and revisions

• Session 19: Comma Comprehension

• Session 20: Celebrate Good Times, Come On

October Personal Narrative • Session 1: Setting Up to Write; writing strategies

• Session 2: Calling on All Strategies to Write Up a Storm

• Session 3: Writing from Moments that Really Matter

• Session 4: Telling the Story from the Narrator’s Point of View

• Session 5: Reading Closely to Learn from Other Authors

• Session 6: Taking Stock: Pausing to Assess and Set Goals; organization and conventions

• Session 7: Rehearsing: Experimenting with Beginnings

• Session 8: Flash-Drafting: Get the Whole Story on the Page

• Session 9: Using Writer’s Notebooks for Mindful, Goal-Driven Work

• Session 10: Re-Angling and Rewriting to Convey What a Story is Really About

• Session 11: Elaborating on Important Scenes and Adding New Ones from the Past

• Session 12: Using All Available Resources to Aid with Final Touches; revision and editing

• Session 13: Taking Charge of the Writing Process; Deciding Where to Begin and How to Revise from the Get-Go

• Session 14: Slowing Down and Stretching Out the Story’s Problem

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• Session 15: Ending Stories in Meaningful Ways

• Session 16: Editing Sentences for Rhythm and Meeting

• Session 17: Publishing and Celebrating as a Community of Writers November

December The Literary Essay • Session 1: Essay Boot Camp; content and structure

• Session 2: Growing Big Ideas from Details about Characters

• Session 3: Writing to Discover What a Character Really Wants

• Session 4: Crafting Claims

• Session 5: Conveying Evidence: Summarizing, Storytelling, and Quoting

• Session 6: Studying a Mentor Text to Construct Literary Essays

• Session 7: Revising Essays to Be Sure You Analyze as Well as Cite Text Evidence

• Session 8: Looking for Themes in the Trouble of a Text

• Session 9: Drafting Using All That You Know

• Session 10: First Impressions and Closing Remarks

• Session 11: Quoting Texts

• Session 12: Editing Inquiry Centers; conventions

• Session 13: Building Muscles to Compare and Contrast

• Session 14: Comparing and Contrasting Themes Across Texts

• Session 15: Applying What You Have Learned in the Past to Today’s Revision Work

• Session 16: Identifying Run-Ons and Sentence Fragments

• Session 17: Celebrating Literary Essays

January

February Research-Based

Information Writing • Session 1: Becoming Engaged with a Topic; gathering information

• Session 2: Reading for a Wide View of a Topic: Teen Activism; analyze a topic

• Session 3: Preparing to Write Informational Essays: Finding and Supporting Key Points

• Session 4: Structure Sets You Free; Using Prior Knowledge to Flash-Draft Essays

• Session 5: The Trail of Research: Pursuing Information and Focusing in on Topics

• Session 6: Envisioning Structures to Plan an Informational Book

• Session 7: Constructing Texts with Solid Bricks of Information; quotations, facts, anecdotes, and numbers

• Session 8: Research: Gathering Specific Information and Creating Meaning

• Session 9: Writing with Detail

• Session 10: Lifting the Level of Sentence Complexity

• Session 11: Using Text Features to Strengthen Writing

• Session 12: Planning Ready-to-Go Chapters; organizing with supporting details

• Session 13: Quoting with a Purpose in Mind; using text evidence

• Session 14: Celebrating with a Book Exhibit Tour

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• Session 15: Studying Digital Mentor Texts; genre and structure

• Session 16: Revising to Fit Digital Formats: Determining Importance

• Session 17: Pouring into Digital Forms...and Publishing

• Session 18: Celebration: Presentations, Feedback, and Reflection

March Testing as a Genre Created within team PLC work; based on NWEA and ILEARN Data. A review and reteaching of specific skills in fiction and non-fiction writing to support craft and conventions.

April

May Time for Independent

Writing Students apply writing strategies and skills to share their stories, ideas, and research.

Science and Inquiry in Sixth Grade

Teachers use Discovery Science, Discovery United Streaming, World Book Online and physical consumable resources along with the

Indiana Academic Standards to plan units of study for their sixth-grade students. Variation occurs as we support the individual needs of students with responsive teaching practices through enrichment, acceleration, remediation, reteaching, project work and with school improvement goals that are specific to your

student’s school.

https://www.doe.in.gov/sites/default/files/standards/indiana-sixth-grade-standards-2016-41116.pdf Science Units and Goals

August

September Nature of Science • Pose and refine questions that can be scientifically tested

• Compose and conduct investigations

• Produce and analyze data October

November Life Science • Investigate and describe how living organisms maintain homeostasis

• Describe the role of photosynthesis in the flow of energy

• Investigate how biotic and abiotic changes affect a habitat

• Describe specific relationships between organisms December

January Earth and Space Science • Describe the role of gravity and inertia in the motion of celestial bodies

• Design models to describe causes of seasons, tides, eclipses, and moon phases

• Compare and contrast the Earth, its moon, and other planets

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February

March Physical Science • Understand the terms position, distance, displacement, speed and velocity

• Describe the motion of an object graphically and describe how potential and kinetic energy can be transferred

• Investigate properties of light, sound, and other energy waves April

May Engineering • Identify the criteria and constraints of a design to ensure a successful solution

• Use a competing process to evaluate competing design solutions

• Analyze data from investigations to compare design solutions

• Develop a prototype to generate data for repeated investigations

Social Studies and Inquiry in Sixth Grade

Teachers use the Indiana Academic Standards, Savvas My World Interactive: World Geography, Discovery United Streaming, and World Book Online to plan units of study for their sixth-grade students.

The sequence below represents a typical recommended publisher sequence. Variation occurs as we support the individual needs of students with responsive teaching practices through enrichment, acceleration, remediation, reteaching, project work and with school improvement goals that are specific to your

student’s school.

https://www.doe.in.gov/sites/default/files/standards/grade-6-ss-standards-2020.pdf Social Studies Units and Goals

August

October History: Early

Civilizations • Summarize the rise, decline, and cultural achievements of ancient civilizations in Europe and Mesoamerica

• Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica

• Understand how trade related to key developments in the history of Early Civilizations November December History: Medieval Period • Explain the continuation of Eastern Roman Empire after the fall of the Western Roman Empire

• Identify and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas

• Analyze the diverse points of view and interests of those involved in the Crusades

• Identify trade routes and discuss their impact on the rise of cultural centers and trade cities

• Describe how the Black Death led to the decline of medieval society

• Compare the factors that led to the Renaissance in Europe

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• Analyze the interconnections of people, places and events of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest

January

March History: Early Modern

Era • Examine and explain the outcomes of European colonization as it impacted the Americas

• Compare and contrast Spanish, Portuguese, French, and British colonies in the Americas

• Describe the Reformations and their effects on society

• Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment/Age of Reason

• Describe the origins developments and innovations of the Industrial Revolution and explain the impact of these changes

• Create and compare timelines that identify major people, events, and developments in the history of civilizations

April May

History: Modern Era • Describe the impact of industrialization and urbanization on the lives of people and on trade and cultural exchange between Europe and the Americas and the rest of the world

• Discuss the benefits and challenges related to the development of a highly technological society

• Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas

• Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography.

Evaluate different push and pull factors trigger migrations.

• Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas

Social and Emotional Learning in Sixth Grade   

Teachers use resources from Second Step from the Committee for Children (SS), Mind Up from Scholastic (MU), and Common-Sense Media (CSM) to plan units of study for their sixth-grade students.

The sequence below represents the recommended scope and sequence that our Social and Emotional Learning district team created. Variation occurs as important responsive teaching practices to support the individual needs of students and classes with enrichment, acceleration, remediation and reteaching. 

Social Emotional Learning in Sixth Grade  

  Unit of Study   Learning Goals 

August Getting Focused (MU)

How Your Brain Works Students will learn about the three parts of their brains that help them think and respond to stress.

August Getting Focused (MU)

Mindful Awareness Students will compare mindful behavior and unmindful behavior and identify the parts of the brain responsible for controlling each type.

August Getting Focused (MU) Students will learn daily strategies that will help them calm down and focus.

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Focused Awareness

August/September Growth Mindset and Goal Setting (SS)

Lesson 2: How to Grow Your Brain Students will be able to describe what happens in their brains when they try something new and how their brains change with experience and practice.

September Growth Mindset and Goal Setting (SS)

Lesson 3: Trying New Strategies Students will be able to name new strategies they can try when they’re having trouble learning something new.

Lesson 4: Making Goals Specific Students will be able to write a specific goal.

Lesson 5: Breaking Down Your Goals Students will be able to break big, long-term goals down into smaller, short-term goals.

October Growth Mindset and Goal Setting (SS) Lesson 6: Monitoring Your Progress

Students will be able to set progress markers for their goals, determine when their goal has been achieved, and determine if they need to try a new strategy to reach their goal.

October Recognizing Bullying and Harassment (SS) Lesson 8: Common Types of Bullying

Students will be able to describe the three most common types of in-person bullying (Physical, relational, and verbal).

October Recognizing Bullying and Harassment (SS)

Lesson 9: Recognizing Bullying Students will be able to describe the effects of being bullied and recognize the difference between bullying and joking around.

November Recognizing Bullying and Harassment (SS)

Lesson 10: Responding to Cyberbullying Students will be able to describe what cyberbullying is and its effects and identify strategies for responding to cyberbullying.

Lesson 11: How to be an Upstander Students will be able to explain how to use three upstander strategies.

Lesson 12: Standing Up and Staying Safe Students will be able to describe the challenging of being an upstander and choose appropriate strategies for responding to bullying while staying safe.

Lesson 13: Raising Awareness About bullying Students will be able to apply their knowledge from the unit to promote awareness about bullying prevention at school.

November/December All About Attitude (MU)

Perspective Taking Students will take time to look at events from different perspectives and learn to mindfully consider different viewpoints other than their own.

December All About Attitude (MU)

Choosing Optimism Students will explore what it means to be optimistic and pessimistic. Then they will study how these two attitudes can affect our relationships and our ability to learn.

December/January All About Attitude (MU) Appreciating Happy Experiences

Students will learn how recalling happy memories can help them regulate their emotions and maintain a positive mind-set.

January Thoughts, Emotions, and Decisions (SS)

Lesson 14: What Emotions Tell You Students will be able to describe why emotions matter in their lives.

Lesson 15: Emotions and Your Brain Students will be able to describe what happens in their brains when they fell a strong emotion.

Lesson 16: How Emotions Affect Your Decisions Students will be able to describe how strong emotions can influence the decisions they make.

February Thoughts, Emotions, and Decisions (SS) Lesson 17: Managing Your Emotions

Students will be able to demonstrate and evaluate strategies for managing their emotions.

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February Thoughts, Emotions, and Decisions (SS)

Lesson 18: What Works Best for You? Students will be able to determine the emotion-management strategies s that work best for them and choose the best strategy to use in a situation, given the context.

February Managing Relationships and Social Conflict (SS)

Lesson 20: We’re Changing Students will be able to describe the changes they’ve gone through in the past, the changes they’re currently going through, and how those changes affect their relationships.

March Managing Relationships and Social Conflict (SS) Lesson 21: Why Conflicts Escalate

Students will identify actions that escalate conflicts and determine ways to prevent conflicts from becoming more serious.

March Managing Relationships and Social Conflict (SS) Lesson 22: Considering Multiple Perspectives

Students will be able to examine a social conflict from multiple perspectives so they can resolve minor conflicts.

March Managing Relationships and Social Conflict (SS)

Lesson 23: Respectful Communication Students will be able to demonstrate how to use respectful, non-defensive language to prevent conflicts from getting worse.

March Managing Relationships and Social Conflict (SS)

Lesson 24: Resolving Challenging Conflicts Students will be able to identify and evaluate various solutions to a conflict in order to find the best solution.

April Managing Relationships and Social Conflict (SS)

Lesson 25: Making Amends Students will be able to demonstrate how to make amends in meaningful and restorative ways.

May Taking Action Mindfully (MU)

Expressing Gratitude Students will discuss the importance of practicing gratitude and understand how showing appreciation for special people and things in their lives can contribute to positive feelings.

May Taking Action Mindfully (MU)

Performing Acts of Kindness Students will learn how to perform acts of kindness can increase their own optimism and brain power.

Related Arts- Music

(Semester 1) Sharpening Your Senses (MU)

Mindful Listening (Music) Students will practice sharpening their skills in focused listening by participating in auditory awareness activities.

Related Arts- Art (Semester 1)

Sharpening Your Senses (MU) Mindful Seeing (Art)

Students will learn about the importance of paying close attention to detail by using their visual memory.

Related Arts-PE (Semester 1)

Sharpening Your Senses (MU) Lesson 3: Mindful Movement (PE)

Students will compare and contrast excited and calm states of the body in order to help them make connections between their body’s physical sensations and stress levels.

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Music in Sixth Grade 

Music teachers use their academic standards to plan units of study for their sixth grade students.

The sequence below represents the units of study that teachers use. Variation and responsive teaching occurs to support the individual needs of students and classes with enrichment, acceleration, reteaching and project work.

To learn more about the Indiana Sixth Grade Music standards visit this site: 

https://www.doe.in.gov/sites/default/files/standards/2017-visual-arts-final-revision.pdf   

Music Units and Goals 

  Unit of Study  Learning Goals 

Quarter 1    •  

•  

*Coming Fall 2021  

Art in Sixth Grade   

Art teachers use their academic standards to plan units of study for their sixth grade students.

To learn more about the Indiana Sixth Grade Art standards visit this site:

https://www.doe.in.gov/sites/default/files/standards/2017-visual-arts-final-revision.pdf Art Units and Goals

Quarter 1 Quarter 2 Quarter 3 Quarter 4

*Coming Fall 2021 

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Physical Education and Health in Sixth Grade

Physical Education teachers use their academic standards to plan units of study for their sixth-grade students.

To learn more about the Indiana Sixth Grade Physical Education standards visit this site:

https://www.doe.in.gov/sites/default/files/standards/prek-12-health-standards-final-dec6-2017.pdf   

Physical Education and Health Units and Goals 

  Unit of Study  Learning Goals 

Quarter 1    •  

•  

*Coming Fall 2021

Sixth Grade Report Card

Your student's report card is on Skyward. Skills or standards are marked each quarter. Skills that are left blank have not yet been assessed.

Some skills are assessed multiple times throughout the year.

Personal Behavior and Work Habits Quarter 1 Quarter 2 Quarter 3 Quarter 4

Contributes and works collaboratively in groups

Follows directions, classroom routines and listens attentively Shows respect to self and others

Uses technology responsibly

Works independently to complete tasks Prepared daily with necessary materials.

Completes work neatly and turns in work on time

Speaking and Listening Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Active and insightful contributor to groups and discussions Creates engaging presentations

Reading Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Reads a variety of literature and interacts with texts proficiently.

Comprehends various types and lengths of text examples through analysis of text evidence.

Summarizes reading from main idea to key points to supporting details.

Explains elements of characters, setting, conflict and plot in a story, the relationship between each, and the role each element plays in the story.

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Identifies the narrator’s point of view and explains how the speaker relays tone, mood, and meaning.

Identify and interpret figurative language (similes, metaphors, and multiple meaning words).

Uses text evidence to support claims.

Identifies, uses, and explains various structural features and their purposes in informational text.

Determines author’s purpose and impact on culture.

Evaluates arguments/claims based on quality of evidence.

Understands unknown words through the use of root words and context clues (Greek and Latin stems).

Writing and Language Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Writes arguments in a variety of forms.

Writes informative compositions in a variety of forms.

Writes narrative compositions in a variety of forms.

Applies the writing process within genres: planning, drafting, revising, rewriting, editing.

Demonstrates command of English grammar and usage, focusing on parts of speech.

Demonstrates command of the conventions of standard English capitalization, punctuation and spelling.

Social Studies Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

History: Explore the key historic movement, events, and figures that contributed to the development of modern Europe & the Americas.

Civics and Government: Compare and contrast forms of government in different historical periods.

Geography: Identify the characteristics of climate regions in Europe & the Americas.

Economics: Examine the influence of physical & cultural factors upon the economic systems of countries in Europe & the Americas.

Grade 6 Math Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Understands relationships between numbers (whole, fractions, decimals, percentages) Calculates answers to arithmetic problems accurately and efficiently.

Adds, subtracts, multiplies, divides fractions/mixed numbers.

Utilizes a variety of strategies in order to see math from different perspectives.

Uses variables to write algebraic expressions to solve real-world problems.

Uses properties to simplify expressions.

Applies mathematical rules, formulas, and properties in order to justify thinking.

Transfers mathematical understandings to real world situations.

Uses multiple representations to organize and interpret data.

Understands geometric shapes as well as how they are constructed and measured.

Uses mathematical reasoning to communicate effectively.

Grade 6 Math 1 Year Advanced Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Understands and uses decimal operations.

(17)

Understands and uses fraction operations.

Understands and uses rational number operations.

Solves equations with rational numbers.

Solves linear equations.

Understands and uses ratios, rates, and proportions.

Understands and uses percentages and applications.

Applies geometry/measurement principles to problems.

Understands angle relationships.

Understands and uses probability/analyzes data.

Grade 6 Math 2 Year Advanced Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Understands relationships between numbers (whole, fractions, decimals, percentages, ratios) Calculates answers to arithmetic problems accurately and efficiently.

Applies mathematical rules, formulas, and properties in order to justify thinking.

Transfers mathematical understandings to real world situations.

Uses multiple representations to organize and interpret data.

Understands geometric shapes as well as how they are constructed and measured.

Science and Computer Science Quarter 1 Quarter 2 Quarter 3 Quarter 4

Grade:

Science Literacy

Read and comprehend complex science and technical texts and write for a variety of purposes.

Physical Science

Investigate the properties of light, sound, and other energy waves.

Distinguish between position, displacement, speed, velocity, and potential and kinetic energy. Describe the motion of an object graphically.

Earth and Space Science

Describe the role of gravity and inertia in maintaining the motion of celestial bodies.

Design models to describe seasons and moon phases and compare the Earth and other planets.

Life Science

Describe and construct diagrams to represent photosynthesis and describe how living things maintain homeostasis.

Describe specific interactions between living things. Investigate biotic and abiotic components of a habitat.

Engineering

Identify the criteria and constraints of a design and evaluate competing design solutions.

(18)

*Teachers may use an “advanced math” grade card for high ability. This will be assigned based on student’s HA identification.

*Music, Art, and PE are evaluated each semester for an overall grade.

*Teachers will also add general notes, celebrations or goals based on teacher observations or assessments.

*Setting bite sized quarterly goals with your student is important and offers shared responsibility for student growth.

The content contained in this document is provided only for educational and informational purposes; it is not intended to constitute an offer or contract. Hamilton Southeastern Schools reserves the right to add, delete, or amend any of the following information at its sole discretion and without notice to the public. The use of third-party material does not constitute an endorsement of the material or the third party providing it. You may not copy, reproduce, distribute, publish, display, or modify, any such material, nor may you distribute any part of this content over any network, sell or offer it for sale or

use such material to construct any kind of database.

Using data from investigations, develop a prototype for repeated investigations.

Computer Science

Use technology resources to collaboratively design, develop, publish, and present products.

*Comments and Goal Setting Q1

Q2

Q3

Q4