Grade VI

List of 11 items.

• + Central Subject: Africa

  Many of the topics relevant to sixth graders arise in our discussions of the literature we study. While we teach about literary technique, history, grammar, and African cultures, we also examine decisions made by characters in literature and history regarding their attitudes towards and treatment of others.

  
  Dispelling stereotypes and assumptions about Africa is our base in beginning our Central Subject. Through group activities and discussions, the goal is to identify practical applications of these lessons for students to use in the classroom, on the paths and playgrounds, and in their lives outside of school.

  
  Throughlines:

  How do I know who I am? What do I need to be my best self?

  Who or what determines the value or worth of a person, service, or object?

  What factors influence the way(s) we view the world? How might we understand an unfamiliar world view?

  What are resources? How do they shape cultures and how are they shaped by culture? 

  What is power? Who holds it? Why?

  
  History and Geography: Throughout the curriculum, we focus on the diversity of the continent, emphasizing reflecting upon and challenging stereotypes about Africa. During the year we also integrate folktales and the oral tradition, the arts, and aspects of daily life of various African cultures.

  The year is broken into several large units of study, with geography as a point of emphasis in the early part of the year. As the year progresses, classes study civilizations of Ancient and Medieval Africa, followed by an examination of colonialism and more recent regional history, issues, and cultures. Students do several research projects both individually and in groups.

  
  Central Subject References: A Visual Geography of Africa, C.T. Quinn-Young; Africa, Dowdon; Africa, McDougal, Littell; A Guide to African History, Davidson; African Myths & Legends, K. Alnott; Great Rulers of the African Past, Dobler & Brown; African Studies, Univ. of Illinois Press; Royal Kingdoms of Ghana, Mali, Songhay, McKissack; Ancient African Kingdoms, Shinnie; The Kingdoms of Africa, Koslow; African Kingdoms of the Past, Mann; Glorious Age of Africa, Chu & Skinner; 52 Days By Camel, Raskin, Pearson; Africa, a special presentation of Nature and National Geographic (documentary series and companion text); and several series for research: Heritage Library of African Peoples; Cultures of the World, Cavendish; Through African Eyes, edited by Leon Clark; Exploration into Africa, Ibazebo.

• + Literature & Writing

  In literature, we focus on novels that teach about African cultures, reflect themes within our Central Subject, or meet the goals of our literacy curriculum. Through our fiction study we encourage students to make textual connections, read for deeper meaning, and enjoy the process of supporting and sharing their observations. Discussion, written assignments, and projects provide opportunities for students to demonstrate understanding of beginning literary concepts: plot development, character, style, theme and figurative language. Basic reading comprehension skills are reinforced through the study of a variety of genres, including folktales, short stories, myths and poems. Books that may be used are: Chike and the River, Achebe, Tristan Strong Punches a Hole in the Sky, Mbalia, Akata Witch, Okorafor, Tuck Everlasting, Babbitt; Roll of Thunder, Hear My Cry, Taylor; The Giver, Lowry; An African Child, Laye; Sundiata: An Epic of Old Mali; Locomotion, Woodson; Home of the Brave, Applegate; Mzungu Boy, Mwangi; A Long Walk to Water, Park; The Ear, The Eye And the Arm, Farmer; The African Mask, Rupert, and other works of African fiction. Independent outside reading is also required.
  
  

  Students engage in a variety of writing activities. We emphasize research and expository writing skills in sixth grade writing assignments. We work with students on note taking, outlining, study and research skills, critical thinking, paragraph structure and narrative cohesion. In creative writing, students write fiction, including folktales, personal narratives, and poetry. Students are encouraged to engage in ongoing dialogue about their work with their peers and teachers. Writing classes focus on specific aspects of the craft, including vocabulary, grammar, mechanics, plot development, supporting ideas with evidence, and organization of ideas.

• + Technology

  Today’s technology is well-suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using the shared laptop cart, class sets of iPads and campus-wide wireless network, sixth grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp; as well as Internet-based programs such as Voicethread, Quizlet, Google Docs, and Sheppard Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a stand-alone course, students are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

• + Mathematics

  The Sixth Grade math curriculum closes out the study of arithmetic while exploring geometric concepts and building models for integers and algebraic reasoning. Students will demonstrate mastery of all operations with fractions, decimals and whole numbers, while continuing the exploration of percents. Number theory comprises primes, factors, multiples and Venn diagrams. The study of geometry covers angle measurement, classification of geometric figures, area, perimeter, volume, and coordinate graphing. All topics integrate problem solving and algebraic reasoning so that students can see the connection between different elements of math both in the classroom and in the real-world.

• + Science

  (seven 50-minute periods over ten days)
  
  

  This course emphasizes the use of the Shady Hill outdoor campus, as well as our conviction that the best way to understand our complex planet is to begin by paying close attention to one’s immediate surroundings in nature. Students learn about the natural environment in order to see how all parts are interconnected and the role that we as a species play. Studies begin with a survey of trees (on campus) as examples of living things, followed by an in-depth examination of photosynthesis and its role in an ecosystem. In this unit, students develop their observational techniques, scientific illustration skills, and practice data collection. In the next unit, focusing on water, students study river ecology, watersheds, and environmental engineering concepts, as well as developing design solutions for global issues related to water quality and water access. In the winter, students study the Earth-Moon-Sun system and design experiments to mimic the effects of seasons and seasonal sunlight. In the spring, during the geology unit, students examine the rocks and soil of the area, along with a focus on geologic time and plate tectonics, in order to connect how the nonliving parts of a natural community affect the living parts, and how landscapes change over time. Students conclude the year examining climate data and making weather measurements on campus, as a vehicle through which to study the larger topics of evolution and climate change. 

• + Physical Education & Athletics

  Physical Education: Two 50-minute periods per week

  Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.
  
  

  Athletics: Two or three sessions per week

  The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sport-specific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program– Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors.

• + Music & Performing Arts

  (two 45-minute periods per week)
  
  

  Each Sixth Grade class meets for music twice per week for 45 minutes of General Music. In addition, students may elect to participate in the Middle School Chorus or Silver Jazz Band.
  
  

  Sixth graders experience the music of Africa, grow as ensemble musicians, and learn to express their own musical ideas primarily through the World Music Drumming curriculum. The year begins with ensemble-drumming activities (Question-Answer-Question-Echo, Call-Response) and an introduction to the concept of layering and complementary parts. The complexity of these drum ensembles grows over the course of the year, building to difficult 3-against-2 polyrhythms. Students also grow in their ability to create their own compositions in this style, using small-group work to experiment with creating complementary parts. Students explore a wide variety of African song literature over the course of the year. While the focus of the year is on learning an oral tradition, students continue developing music literacy through the use of Conversational Solfege. This involves the practice of audiation, repetition of patterns, and use of rhythm and tonal syllables. Students sing on solfege with hand signs using movable do and la-based minor, and use takadimi syllables for rhythms. They also practice reading musical notation as they transfer the ensembles they have learned to xylophones in the spring semester. Rites of Passage is a culmination of student work which includes an original instrumental ensemble created collaboratively by each class. Students exercise their musicianship, creativity and listening skills in the composition and execution of these ensembles; in addition, they develop their ability to work in teams, communicate their ideas, and compromise.

  
  Middle School Chorus meets once per week during the school day.  Silver Jazz Band meets on Wednesdays for 1 hour after the regular school day. These ensembles perform several times during the school year at school assemblies.

• + Woodshop

  (three 50-minute periods over ten days for half the year)
  
  

  In Grade VI, students design and carve a mask project. We begin with an examination and discussion of mask making across cultures, both modern and primitive. Students arrive at their designs by exploring symbolism and the transformative nature of masks through drawing. They are required to consider the meaning and symbolic value of their designs and are encouraged to develop a character or story that their mask exhibits. The work requires training in and proficient use of hand and power tools including saws, drills, a wide variety of carving tools, and the lathe. Upon completion of their mask, students may choose another project if time allows.

• + Art Studio

  (three 50-minute periods over ten days for half the year)
  
  

  Sixth Graders have studio instruction with either Kirk Goetchius or Aparna Agrawal. While the classes complete different projects, students continue to build skills and a personal language in art making through observation and landscape drawing, portrait and textural painting, and sculpture – all in various materials. Sixth graders work on elements of design, leading to textured acrylic paintings inspired by traditional African architectural motifs and use clay to make vessels, sculptural objects and learn the basics of throwing pots on the wheel. Students are encouraged to discover which mediums interest them the most and to use the longer periods, and their growing maturity, to develop skills in those areas.

• + Library

  (one 45-minute period per week)
  
  

  In support of their independent reading, students are introduced to a wide variety of literature styles through class discussions, individual exploration, and librarian-led booktalks. Together, teachers and students hone research skills using both digital and print resources, learning to identify, evaluate, and synthesize information in all of its formats. Mini-lessons and large group activities reinforce the work of the classroom, offering plenty of opportunities to investigate both personal interests and their academic life.

• + School Community

  (one 45-minute assembly per week) 
  
  

  Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community. A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.
  
  

  Morning Meetings: Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.