YEAR SIX

OVERVIEW

Sixth Grade is a year of transition from childhood towards adolescence. Rapid physical growth is accompanied by corresponding brain development, which quickens the unfolding of abstract thinking. The Sixth Grade Curriculum offers students the opportunity to use their developing understanding of causal relationships and to sharpen skills already developed in previous grades. In-depth study of Chumash is a major part of the yearly activity. The study of Naviim beings. Further study of Shulchan Aruch and various situations are discussed. Tehilim memorization continues. Physics is introduced, a first conscious experience with experimental science compared to “fun” activity in Kindergarden and Elementary school. Experiments provide students with a direct experience of the phenomena studied. They are connected to themes and topics in Chumash and selected stories in Tanach. The Sixth Graders are then challenged to exercise objectivity in recording their observations. They discover for themselves the natural laws of Hashem underlying their observations. Often this first understanding of the natural world is accompanied by a renewed sense of wonder. Sixth Grade Physics includes an introduction to acoustics, optics, and heat. Some Sixth Grade classes may also begin studies of magnetism and electricity. Earth Science is introduced. In the flux of change that accompanies the onset of puberty, Sixth Graders can appreciate Jewish history showing Jewish life within many world cultures throughout generations.

In Medieval Europe, order is regained for a time through the feudal system and the emergence of monastic life. The year ends with a picture of the impending dissolution of feudalism through the meeting and clashing of cultures in the Crusades and the formation of towns, where trades-people organized themselves into guilds. The Age of Spanish inquisitions is studied along with biographies of famous rabbis of that time. In Torah Math, students are introduced to percentages and use their mastery of percentage in business math. Percent, increase, and decrease is relevant to sales and profits as well as to problems of interest and money lending. Various economic systems may be introduced and discussed. A comprehensive review of everything learned in previous grades is reinforced during this year. Geometry is introduced in Sixth Grade. Drawings previously developed freehand are now implemented with a compass and straight edge. Precision required in the execution of geometric constructions and shading patterns often inspires an incremental leap in the quality of sixth grade main lesson books in general, as more attention is paid to shading, borders, illustration, and handwriting. Geometry classes familiarize students with the language and concepts of angles, polygons, and circles. Sixth Graders continue to improve their writing as they more consciously grasp the structure of language. They can organize ideas sequentially. Their writing reflects organized ideas with sequential organization. Main lessons in science challenge them to write accurate descriptions of what they observe while in history classes they have the opportunity to enter imaginatively into an event from the past. An English Skills class offers students additional practice in writing skills and grammar. As the authority of the teacher becomes more grounded in his mastery of lesson content, students are more motivated to be more self-aware and self-responsible. This is the time to reinforce good study habits: organization of materials and assignments, time management, preparation and attention in classes. While social issues become more complex, students have the potential to work cooperatively while expanding their capacities for independent thought and achievement.

During an Eight-Week Period preceding Pesach, students create a list of midot and work on each individual Midah per week. This project continues through Middle School and Peaks in High School. A Tzitzit Project is introduced. Both boys and girls learn about the art and science of making Tzitzit and tying the knots. Each student makes a pair of Tzitzit for themselves or their brother/cousin. Girls practice their skills of making an exquisite Shabbat dinner as well as crocheting a kippah.

SKILLS BY SUBJECT AREA

MIDOT

To be achieved by the End of Sixth Grade: • Assume responsibility for self and work • Maintain an organized assignment planner and complete homework assignments in timely fashion • Work independently and quietly with focus on a task for up to 45 minutes • Work collaboratively and do fair share of the task • Work independently and collaboratively with minimum adult intervention • Work neatly with desire to do best work • Respect teachers/parents, group mates/siblings, property, and materials • Keep personal and school belongings well organized • Have appropriate materials needed for class • Be prepared and ready for class on time • Maintain a positive attitude • Work constructively with feedback from teachers and group mates • Support group mates and the group • Practice social inclusion and be included in social activities • Use group process and discussion to work through social issues and class projects • Participate in group discussion (in pods or with siblings) • Participate in choral recitation (where groups or pods are available) and singing • In the eight-week period towards the end of the year comprise a list of Midot to be worked on and work on each Midah per week.

TEFILAH

By the End of Year Six, students will build on what they learned during previous years. They will be able to say prayers for both weekdays and Chaggim. They will recite by memory as well as read a minimum of the first three parts of each section of Tefilah reciting by memory Tefilot that require standing (Amidah, Aleinu, and some others). Boys will learn the ethics and rules of Tefilah in a minyan as well as leadership roles of Gabai and Chazan. Both boys and girls will learn deeper meanings of selected Tefilot.

TORAH STUDIES

Girls: In-depth study of Chumash and Naviim Boys: Mishnayot in addition to Chumash and Naviim, Mishnah – Bavah Metziyah, Relationship of Mishnah and Talmud. Study of Chumash continues with commentaries of Rashi. Both: Toshba – “Living Lessons” – topics and themes of Chaghim, Shulchan Aruch.

LANGUAGE ARTS

In Grade Six, students must: • Show acquisition of verbally presented material through artistic rendering, daily recall, self- generated reports and essays written for main lesson books • Build vocabulary • Participate in group discussions • Recite poetry, read prose both individually and in group • Speak clearly with good diction, proper inflection, fluency • Develop confidence to stand before group mates and/or family in oral presentation of reports • Read for information • Decipher new words using stable vocabulary base and contextual cues • Achieve fluency in oral reading—read with inflection and attention to punctuation cues and sentence structure • Read for sustained length of time • Demonstrate good comprehension and recall of what has been read • Use well-formed handwriting (could be cursive, calligraphy, or print), and organize layout of writing on the page • Develop simple outlines that bring out the main idea and its supporting details • Use appropriate sentence construction, sequential paragraphs, and good structure (initial sentence, supporting material, transitions, and closure) in independent writing assignments • Consistently use rules for capitalization and punctuation • Use parts of speech correctly • Use complex sentence structure using adjective phrases and clauses, subordinate conjunctions, etc. • Begin to diagram sentences • Continue building spelling skills, practicing rules, taking dictations • Edit for spelling and grammar mistakes, clarity, and regrouping of sentences for efficiency working through several drafts to final copy.

ENGLISH SKILLS CLASS

By the End of Grade Six, students should be able to: • Correctly identify parts of the sentence: subject, predicate, direct object, prepositional phrases • Use apostrophes for contractions and possessives • Construct sentences that avoid run-ons and sentence fragments • Identify main and subordinate clauses • Identify and construct simple, compound, and complex sentences • Correctly identify and use objective and subjective tones • Correctly use paragraph structure: topic sentences, supporting sentences, concluding sentences • Use graphic organizers to plan essays • Outline and write five paragraph expository essays • Use simple rhyme and rhythm in poetry • Free-write in journal • Write business and personal letters (Letters from the Rebbe will be taken as one of the standards of writing and analyzed for stylistics and writing tone).

TORAH MATH

By the End of Grade six, students should demonstrate proficiency in the following areas and their applications in books of Tanach: • Speed tests • Exponents and roots (introduction) • Divisibility • Factors of a number • Prime factorization • Division, long and short, rounding and estimating • Fractions: use all four processes, expansion/reduction of fractions, conversion between mixed numbers and improper fractions • Decimals: use all four processes • Fraction/decimal/percent, equivalents, conversions • Percentages: determining a certain percent of a given number • Percent increase and decrease • Use of fraction and decimal method to determine a percentage • Quick simple calculation of percentages (10%, 20%, 50%, 75%, 100%, 200%) • Word problems: analyze problem to determine the use of appropriate operation and convert to equations • Geometry introduced: - Precise construction with ruler and compass - Bisection of a line segment, angle, arc - Division of a circle - - Parts of a circle: radius, diameter, secant, tangent etc. - Angles: obtuse, acute, straight, right. - Triangles: scalene, right, isosceles, equilateral - Terminology for quadrilaterals and other polygons - Area and perimeter of rectangle, square, and right triangle • Introduce Statistics: calculating mean, average, median; mode for sets of data; analyzing line and bar graphs (can be pushed off to 7th grade upon discretion of parent) • Introduce Business math: credit, interest, tax, profit.

SCIENCE

In Grade Six, students are expected to achieve a working knowledge of the following: • Geology • Continents and plate tectonics • Volcanoes • Rock cycle (igneous, sedimentary, metamorphic rocks) • Composition of the earth • Minerals, crystals, gems, metals • Physics • Acoustics: the relationship of pitch to size and volume, conduction of sound through various media, sound and form • Optics: nature of light, color/prisms, afterimages • Thermodynamics: expansion/contraction, conductivity, transference of heat (conduction, convection, radiation), Fahrenheit and centigrade, friction, changes in volume (solid, liquid, gas) • Magnetism: lodestone, positive /negative poles, attraction/repulsion, magnetic fields (of earth), types of magnets, movement of magnetic force through various substances.

HISTORY

In Grade Six, students will learn: • Jewish History throughout Centuries • Life of Jews in Different parts of the world. Learn biographies of most prominent tzaddikim and Jewish leaders. • Life in the Middle Ages: feudal system, Jewish and secular life, building of synagogues, trades, and guilds.

GEOGRAPHY

In Grade Six, students will: • Work with latitude and longitude (can be pushed off to grade seven upon parents’ discretion) • Explore geography of Europe or South America: know physical and political boundaries, physical features, countries, and cultures • Have some understanding for culture and livelihood of the peoples in relation to the physical attributes of the land.

FOREIGN LANGUAGES (HEBREW AND SPANISH, FRENCH, GERMAN/RUSSIAN

In the Sixth Grade, there is an extensive review of the language to provide a firm foundation for future progress in the acquisition and practical use of the language. Dialogues and conversation arising from reading materials are emphasized from this point forward. However, transfer students will be assessed for their foreign language skills and lesson plans will be adjusted to their level. By the End of the Year, students should: • Be able to speak more freely about themselves and their environment • Become more fluent in reading text used in class • Be able to take dictations • Practice writing longer paragraphs (e.g., letters, summaries) • Be able to speak more freely on what they have read in class • Recognize and give examples (e.g., from a text) for the areas of grammar covered so far (regular and some irregular verbs) • Understand the grammatical terminology being used • Demonstrate geographical knowledge of countries where the language is spoken • Memorize plays and longer poems.

INSTRUMENTAL MUSIC (OPTIONAL)

By the End of Grade Six, students should: • Be able to play scales in keys with up to two flats and two sharps over two octaves • Understand both major and minor scales and be able to identify whether a piece is written in a major or minor key • Understand the concepts of dynamics, articulation in music, and musical phrasing • Begin to place musical pieces in their historical contexts • Be able to sight read simple music in an ensemble setting where groups are available (mistakes are expected).

Transfer students will be assessed for their level of instrument playing skill with curriculum adjusted to their level.

CHORUS (where pods with multiple students are available)

In Grade Six, students should be able to: • Sing in two or three parts • Continue to develop sight-singing abilities, including sight singing in major and minor keys • Learn to recognize intervals in written music • Learn multiple parts of a piece • Explore pieces in historical, geographical context, i.e. Gregorian chants, Mummer’s play, European or South American folk songs • Participate in arts evenings and concerts in concert dress.

ART

In Grade Six, students should be able to: • Develop understanding of the color wheel in painting exercises • Bring three-dimensionality onto the paper through light and dark • Master shading techniques in geometric drawings • Use all techniques mastered to enhance main lesson books, for example: drawing, shading, borders • Model with clay three-dimensional objects related to the curriculum • Students will continue to develop knowledge of artists and genres of art. We will continue to expand upon different art forms, media and complex methodologies. Students will learn an art vocabulary.

HANDWORK/ AVODA YAD AND COOKING

By the End of Grade Six, students should be able to: • Master a variety of sewing stitches (back stitch, running stitch, mattress stitch, whip stitch) • Experience the transformation of a flat pattern into a three-dimensional shape • Review and strengthen crochet skills by crocheting a kipah • Tzitzit Project is a major part of 6th Grade. Students (both boys and girls) learn to make tzitzit, learn about fabrics and textiles involved in making tzitzit and tie strings according to various traditions • Be able to prepare a Shabbat meal under mother’s supervision • Know essential laws of Kashrut (both in Ashkenazi, Sephardic, and Chabad traditions).

WOODWORK

By the End of Grade Six, students should be able to: • Practice proper care and develop respect for tools • Work within prescribed safety rules • Demonstrate mastery of basic carving techniques • Integrate use of new tools • Transform a design concept to a three-dimensional form.

EURYTHMY/ORIENTATION IN SPACE (optional as per parents’ choice)

In Grade Six, students should be able to: • Develop of feel for historical epochs and the life and role of Jews there throughout those times – India, Persia, Egypt, Greece – through movement, gesture, and music • Work with lemniscate and star forms • Work with geometric forms, using copper rods in frontal orientation (optional upon parents’ discretion) • Continue dexterity and concentration exercises • Learn peace and energy dances • Practice stepping rhythms • Know eurythmy alphabet, every gesture of every sound.

PHYSICAL EDUCATION

In Grade Six, students should be able to: • Play within field boundaries • Develop conscious awareness of space around them • Do Bothmer gymnastic exercises with accuracy • Practice rod fencing and archery (optional upon discretion of parent) • Develop basic juggling skills • Participate in all types of cooperative games • Show good sportsmanship.

ADDITIONAL SUBJECTS OF STUDENT’S INTEREST

As homeschooling allows and calls for flexibility, students can choose extra subjects within their area of personal interest. An in-depth study of marine biology, for example, or any other area of Creation is welcomed. Students enrolled in a Gifted Track Program can submit their work samples through video and audio recordings as well as physical projects for extra credit.