Grade 6 Integrated Syllabus

COURSE DESCRIPTIONS

Homeroom
Homeroom teachers will be academic counselors for the students assigned to their
homerooms. Throughout the course of each week, homeroom teachers will review grades
with students using Engrade. Goal setting and self-reflection on academic and character
success will be a major part of the homeroom time. During the week, homeroom
teachers, with the help of the Middle School Counselor, will present character education
lessons which focus on the character trait of the month school-wide. During homeroom
time videos, discussions, role-playing and other activities will be completed to support
character education. During days when students are not conferring with their homeroom
teacher or working on a homeroom activity, they are expected to be engaged in an
activity that will facilitate their own learning and contribute positively to a scholarly
environment in which learning can take place. Parents can contact homeroom teachers in
addition to classroom teachers with academic concerns.

Core Classes
English (with Mr. Matt Augspurger)
English: The sixth grade English student is an active participant in classroom discussions.
S/he presents personal opinions, understands differing viewpoints, delivers a formal
speech, participates in dramatic presentations, distinguishes between fact and opinion,
and analyzes the effectiveness of group communication. The student builds on the study
of word origins and continues vocabulary development from grade five. S/he reads
independently, for at least thirty minutes a night, a variety of fiction and nonfiction, for
appreciation and comprehension and will record reading progress. The student also plans,
drafts, revises, and edits narratives, descriptions, and explanations, with attention to
composition and style as well as sentence and paragraph formation, grammar usage, and
mechanics. S/he also demonstrates correct use of language, spelling, and mechanics by
applying grammatical conventions in writing and speaking. A sixth grade student
becomes familiar with and begins to utilize the 6 + 1 writing framework. Particular
emphasis in writing is on composing effective and correct paragraphs. Students should be
able to confidently write narrative, expository (informational), and descriptive texts of
between 400 to 700 words or more by the end of sixth grade. Sixth grade students begin
to establish a formal writing portfolio which contains samples of polished writing and
which reflects attention to drafting strategies, composition style, and matters of
correctness.

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Procedures, Review, and The Novel, Reading, and Writing Poetry, Oration, and
Weekly Assignments Writing Presentation

Classroom procedures Literary elements of the Individualized reading Introduction to poetry

o Daily materials novel plans o Metaphor, rhyme,
o Assignments: o Point of view o Application of reading symbolism
submitting and o Theme goals and Introduction to poetry
receiving o Tone and mood responsibilities analysis
o Seating assignments o Character Six elements of writing a o Social, historical, and
o Asking questions o Foreshadowing and short story cultural perspectives
o Group activity flashback o Author and title Rote memorization and
behavior o Setting o Main characters oration of poetry
The class website: o Supporting characters o Presentation skills
o Figurative language
MrClements.com o Setting Using multimedia
Reading plan
o Accessing homework resources to make
Writing reader responses o Problem
and downloading presentations
o Solution
assignments o Formatting o Static and active
Character development
o Commenting o Covering all questions visuals, music, and
o Props props
o Replying
o Traits - physical and Final video presentations
o Asking and answering emotional
questions
o Character arcs
Late assignment request
Plot outlines
policy
o Action sequences
Formatting your writing
assignment o Plot points
o Plot or story arc
o Using capitals
o Proper punctuation Printing, saving, and
publishing online
o Typed vs. hand-written
documents
Vocabulary and grammar
o Basic sentence
structure
o Basic parts of speech
Reading exercises

Math (with Mr. Tyler Roche)

Sixth Grade Mathematics places continued emphasis on the study of whole numbers,
decimals, and rational numbers (fractions). By the end of sixth grade, a student masters
the four arithmetic operations with whole numbers, positive fractions, and positive
decimal integers; a grade six student accurately computes and solves problems. Students
understand the concepts of mean, median, and the mode of data sets and how to calculate
the range. Students will also use ratios to compare data sets; make conversions within a
given measurement system; classify two-dimensional figures; collect, analyze, display,
and interpret data using a variety of graphical and statistical methods. Sixth grade
students begin using integers and percent and investigate numerical and geometric
patterns.

Whole numbers and Fractions, Percent, Geometric relationships, Collecting Data and
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 patterns, Variables and Proportional
expressions, Decimals relationships,
understanding Integers
Compare, and order Compare, and order
whole numbers, fractions and percent and
decimals, identify place determine equivalent
value from billions to relationships. Find
billionths. multiples, factors, prime,
and composite numbers,
Solve problems and describe integers.
involving the four
operations and use Solve problems
estimation strategies. involving the four
operations and use
estimation strategies.
Use Order of Operations
to evaluate an
expression. Identify representations
of a given percent and
Write algebraic describe the relationship
expressions and solve among decimals,
fractions, and percent.
one step equations.
Geometry and Statistics
Measurement
Identify, classify, and Collect, analyze,
describe plane figures, interpret and display
polygons, angles, and data using graphical
lines. representations.
Determine congruency Solve problems
of figures. involving graphical
methods.
Determine length and
Describe the range,
area of a figure. Find outlier, mean, median, and
and solve formulas for
mode of central tendency
perimeter and area of and determine their
polygons. meaning for a set of data.
Estimate and measure Create and solve problems
angles. involving mean, median,
mode and range.

Science (with Mr. Colton Marshall)

Students in Sixth Grade Science develop an understanding of the scientific process as
they survey the physical and life sciences. Students emphasize data analysis and
experimentation. Scientific methodology and focusing on precision in stating hypotheses
is strongly reinforced. The concept of change is explored through the study of
transformations of energy and matter. Students focus on integrated topics which include
water in the environment and basic chemistry concepts. Natural resource management, its
relation to public policy, and cost/benefit tradeoffs in conservation policies are
introduced. Science process skills such as observation, classification, inferring,
hypothesizing, comparing, contrasting, measurement, interpreting data, use of numbers
and communication are a key focus throughout the year.

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Experimental Design Forces, Motion, and Matter and Basic Earth and Space
(Scientific Method) Energy Chemistry Systems

 Ask a Question  Identifying Potential  Properties of Matter  Motion of the

 Do background and Kinetic Energy  Physical Change and Atmosphere
research  Newton’s Laws of Chemical Change  Weather Systems
 Construct a Motion  Periodic Table  Air Pressure,
Hypothesis  Simple Machines (elements) Temperature, and
 Test Your Hypothesis  Energy  Atoms Humidity
(experiment) Transformations  Chemical Bonding  Basic Measurement
 Analyze Your Data  Calculating Formulas  Chemical equations for Weather
and Draw a ( power, force, work)  Chemical Conditions
Conclusion Interactions  Sun, Moon, Earth,
 Report Your Results Meteors, Asteroids,
and Comets
Earth’s Waters  Space Exploration
 Revolution and
Rotation
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  Properties of Water  Planets
 Water Cycle
 Water Conservation
 Water Resources
 Water Ecosystems
 Physical and
Chemical Reactions
of Water

Social Studies-Civics (with Mrs. Danae Weekley)

In Sixth Grade Social Studies students will be learning Civics where students will
examine the roles citizens play in the political and governmental systems in the United
States. Students examine the constitution of the United States; identify the rights, duties,
and responsibilities of citizens; and describe the structure and operation of government at
the national level. Students investigate the process by which decisions are made in the
American political system and explain the government’s role in it. The standards identify
personal character traits, such as patriotism, respect for the law, and a sense of civic duty,
that facilitate thoughtful and effective participation in the civic life of an increasingly
diverse democratic society. Civic education also must emphasize the intellectual skills
required for responsible citizenship. Students practice these skills as they extend their
understanding of the essential knowledge defined by the standards for Civics.

STANDARD STANDARD CE 3a, 3b, 3c, 3d, STANDARD CE 2a, 2b, 2c, 2d, STANDARD CE 5b, 5a, 5c,
CE 4 a, b, c, d, e, f and g 3e, USI 5c, 6a, 6b, 6c, 6d and 7c 6a, 6b, 6d, 10a, 10b, 10c, 10d 5e, 5f, 5g, 5d, 9a and 9b, 4g

CHARACTER TRAITS OF RIGHTS, DUTIES OF FOUNDATIONS OF THE AMERICAN

EFFECTIVE CITIZENS
Personal character traits
that facilitate thoughtful,
effective participation in
civic life in the family,
school, community,
country and world.
 trustworthiness
 honesty
 courtesy
 accountability
 responsibility
 patriotism
 respect for law
 decision making
 respect for the rights
of others
 self-reliance and
 service
CITIZENS AND ROOTS
OF AMERICAN
DEMOCRACY
Citizenship: the rights,
responsibilities and duties of
citizens in a government
system.
Knowledge and background
of factors that shaped the
American Revolution and led
to the American
Constitutional system of
government. Compare and
contrast to the Egyptian
revolution and the emerging
form of government.
AMERICAN
CONSTITUTIONAL
GOVERNMENT AND THE
STRUCTURE OF AMERICAN
GOVERNMENT
The foundations of American
Constitutional government
including the founding and
inspiring documents. The
structure of the United States
government such as the three
branches and the role of each
in the American system.
POLITICAL PROCESS
AND WORLD
CITIZENSHIP
The political process
including parties, media,
interest groups, voting,
running for election and
money. World citizenship
explored through a possible
World Summit on Peace
project.

Physical Education (with Mr. Daniel Cruz, Mr. Michael Mills, and Mr. Steve Landvatter)

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 Students in Sixth Grade Physical Education combine fundamental skills into more
complex movement forms in modified game, dance, and recreational activities.
Cooperative and competitive small-group games are appropriate, emphasis being on
developing skills and tactical understanding. Students use feedback to initiate and
maintain practice to improve skill performance. Students assess their health-related
fitness status and set reasonable and appropriate goals for development, maintenance, and
improvement. Social interaction becomes more complex as peer pressure becomes
increasingly pronounced, impacting individual performance. Students solve problems and
make responsible decisions as they work together. They exhibit a physically active
lifestyle at school and outside the school environment.

Fitness Volleyball Badminton Swimming Health

 Running  Rules  Basic Rules  Safety  Basic Fitness
 Strength  Proper Setting  Basic Serve  Skills  Nutrition Plan
 Bumping  Under/forehand serve  Diving  Anatomy of the
 Serving  Dropping the birdie  Survival Human Body
 Spiking  Treading water  Hygiene

Hockey Softball Football/Soccer Basketball Track & Field

 Basic  Basic Rules/Safety  Dribbling  Rules  Races
 Dribbling
Rules/Form  Throwing  Passing  Jumps
 Form shooting
 Stick-  Catching/Fielding  Shooting on goal  Passing  Throws
Handling  Batting  Strategies
 Passing  Stance
 Shooting
Arabic (with Ms. Hala Fouad and Mr. Mohamed Aly)
Grade 6 Arabic represents a progression from Elementary Arabic to Middle School
Arabic. Students read and write compositions in Modern Standard Arabic, with a focus
on the preliminary study of syntax. Students summarize novels and simple poetry to
develop their verbal skills in language. Students become more familiar with the more
advanced genres of literature as they advance from Grade 6 through 8.

AFL (with Mr. Amira Tawik)

There are 2 levels of Arabic as a Foreign Language (AFL) 6-8: Beginning and Advanced.
Students in these courses are non- native speakers and are placed in the appropriate level
based on their previous knowledge of Arabic and their score on a placement test.

Beginning: The main emphasis is on Modern Standard Arabic. The course requires 5
hours per week of classroom instruction and up to 10 hours of home assignments. A
student who successfully completes the first year of MSA can expect to possess a
working competence in reading and in writing Modern Standard Arabic.

Advanced: This course includes advanced reading and writing as well as lectures in
special topics. At the end of the advanced course, students should be able to communicate
with ease and clarity with native speakers.

Special Classes

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French (with Ms. Amanda Barrileaux)
This is a semester long class in which students will be introduced to the French language
through a focus on vocabulary building, grammar and punctuation through the four skill
areas of listening, speaking, reading and writing. Students will be able to practice their
French in real-life situations via role play, etc. The course also includes an introduction
to various cultural aspects of France and French-speaking countries.

French 1A 6th Grade

Term 1 Term 2 Term 3 Term 4

Greetings Classroom
Greetings and Describe self,
Classroom and Vocabular
Salutations peronality
Vocabulary Salutations y

Describe self,
Introductions Body parts Introductions Body parts
appearance

Francophone Francophone
Calendar Describe others Calendar
World World

Articles, Articles,
Counting to Counting to Describe places and
Pronouns, Pronouns,
100 100 things
Adjective Adjective

Phonetics Colors Phonetics Colors

Art (with Ms. Renee Gian)

Introduction to Visual Arts

In Introduction to Visual Arts, students use the elements of art and the principles of
design as a framework, and explore a variety of experiences and concepts. Using
expressive and technical approaches, students investigate and create various two-
dimensional and three-dimensional works of art. Students learn to critique artists’
meaning, focusing on their use of forms, media, and symbols. Students develop an
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 increased awareness of the nature of art and of their relationship to it as they explore the
meaning and value of works of art as a means of personal and cultural expression.

Term 1/3 Term 2/4

Field Trip Unit* Value/Types of Shading
One-Point Perspective Facial Proportion and Portrait Drawing/
Pencil and Charcoal
Elements and Principles of Art Pottery
Formal Art Critique Color Theory

2D Studio I

In 2D Studio I, students explore basic 2D processes and materials for a variety of 2D art
media. They engage in exploration, analysis, and investigation of the creative process.
Students develop technical skills that empower them to communicate ideas visually, with
the focus on realistic representations of their environment. Students acquire knowledge
that permits them to identify art styles and the periods to which those styles belong. They
develop inquiry skills and vocabulary as they explore the meaning of works of art, using
analysis of subject matter, themes, and symbols. Students develop an increased awareness
of the nature of art and of their relationship to it as they explore the meaning and value of
works of art.

Term 1/3 Term 2/4

Field Trip Unit* Printmaking/Papermaking
Two-Point Perspective Landscape Painting/Watercolor
Computer Graphics/Photoshop Mural Painting
Formal Art Critique

Beginning Music (with Mr. Brad Regier and Mr. Kevin King)

The AIS Music Department provides a performance-based outlet for highly motivated
students interested in music. 6th grade music is an introduction to instrumental and choral
music with the goal of students dedicating themselves to the art of performance. Students
in music are graded through performance and written assignments. Class activities
include listening and performing quality music, music theory, sight singing and
developing the overall musician. One formal concert each semester is required with more
opportunities possible throughout the year.

Extended Studies – English and Math (with Mrs. Anne Neill and Mr. Art Brown)
Extended Studies is a semester long, pass/fail, elective course designed to support
literacy, numeracy and study skills. Students are identified through careful consideration
of MAP scores and teacher recommendation. The course is team-taught by the EAL
Collaborative Teacher and Math Collaborative Support teacher at each grade level.
These teachers also teach in collaboration with the mainstream teachers in the English
and Math classrooms.

CLASSROOM EXPECTATIONS
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 During class all students must abide by the following expectations:
1. Be respectful to all AIS staff and students, and their property.
2. Be compliant: do what adults ask you, when they ask you, with a good attitude.
3. Be honest: no lying, cheating, or stealing.
4. Be responsible.
5. Speak English at all times in the classroom.

BEHAVIOR CONSEQUENCES

In the event of misbehavior on the part of a student, teachers will enact a continuum of
consequences that may include (but not be limited to) a warning, lunch detention, after-
school detention, and referral to Mr. Matt , Middle School Assistant Principal, and Mr.
Kris Achter, Middle School Principal. Proper behavior is taken very seriously;
misbehavior will not be permitted to interfere with the learning of any student and his
peers. Parents, we appreciate your support at home regarding your student’s school
behavior!

GRADE DETERMINATION
The school year is divided into two semesters. Each semester consists of approximately
18 instructional weeks. Each semester is further divided into two nine-week grading
terms. At the close of each nine week term, students receive a report card. The term
report card indicates the grades earned in each class. Absences, if any, are recorded on
the report card, which reflects the period attendance.

Semester 1 = Term 1 (9 weeks) & Term 2 (9 weeks)

Semester 2 = Term 3 (9 weeks) & Term 4 (9 weeks)

Progress reports are handed out approximately every four weeks into each term. If a
student is receiving a “D” or lower, in any class, he/she will receive a progress report and
will be instructed to share this information with his/her parents. Since the progress reports
are issued to students, we require students to present progress reports to the parents and
return the progress report with a parent signature. If a student is in danger of failing,
teachers and/or the School Administration will contact the parents at least once in the
term. Parents are strongly encouraged to monitor their students’ academic progress online
using Engrade.

Semester grades for Middle School Students (grades 6, 7, 8) are determined in the
following manner:
First Term 50%
Second Term 50%
Formal reporting periods are four times per year, once per term. Parent/teacher
conferences are held in November and in April. Below are the letter grades and their
percentage equivalents:
Letter Grade % age
A+ 98-100
A 93-97
A- 90-92
B+ 88-89

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 B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
D+ 68-69
D 63-67
D- 60-62
F Below 60
High achieving students are recognized at the Celebration of Achievement Assembly
each term. Students may be listed on the Honor Roll each term if they achieve a high
grade point standing. The Honor Roll is obtainable for Grades 6-8 and is compiled at the
close of each term by using the student’s grades.

Students receiving High Honors will have earned all “A” grades.
Students receiving Honors will have earned “A” & “B” grades.
Students receiving B Honors will have earned all “B” grades.

All students who achieve Honor Roll or High Honors are congratulated at the Celebration
of Achievement assemblies at the end of each term.

Homework is assigned in the Middle School for reinforcement, practice of skills and/or
enrichment for needing students. Homework may also be comprised of projects or
presentations. Parents can assist their child by providing a quiet, comfortable place to
work. Parents can also help by monitoring TV and electronic game use in order to help
children develop a respect for learning. Parents should work to facilitate, and not
complete, student work.

Middle School students can expect from 1-2 hours of homework per night (consisting of
short and long term projects and assignments). Students who do not have their
homework turned in on the day it is due will be subject to penalties pending the
classroom expectations of each teacher.

ACADEMIC HONESTY

Academic honesty means being truthful about your school work. Academic honesty
means you do not:

 Copy another person’s work, ideas or words

 Share information about a test or quiz
 Cheat on tests and quizzes
 Break exam protocol
 Copy homework
 Take credit for work you did not do

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 Using work that is not yours will result in receiving no credit for the assignment. AISE
uses a plagiarism policy based on a widely used computer program called Turnitin.com.
The policy based on the objective of Turnitin.com clearly outlines the consequences of
handing in work that contains plagiarized material.
Students and parents will be provided with copies of the policy early in the school year.

INTERNET ACCESS

It is of the utmost importance that your student has access to the internet at all times. If
your internet connection frequently has problems, please purchase internet access through
a USB drive as a back-up. Several classes have websites that students must access daily.
Also, many projects and assignments are based on the internet entirely.

PARENT COMMUNICATION

Each term, a progress report and report card will be sent home to parents in order for you
to review the progress your child has made.

Progress Report

Progress reports will be issued midway through each of the four terms of the AISE school
year.

Report Card

Report cards will be issued at the end of each of the four terms of the AISE school year.

Parent Conferences
If you would like to set up a conference with one or more of your child’s teachers, please
contact the Middle School office to set up an appointment. Tuesdays and Thursdays are
designated as conference days. If you have scheduled a parent conference, please arrive
promptly in order to avoid having your conference re-scheduled.
Email

Email should be used as the first line of communication with the Grade 6 team as it is
the most efficient means of contact. It is very important that you have a working email
address and have submitted that address to the middle school office. If you do not
currently have an email, please make the effort to set up an email account. Do not hesitate
to contact your child’s teachers by email. Please allow 36-48 hours for a response from
your child’s teacher. Response time may be longer during weekends and holidays.

6th GRADE GENERAL SUPPLY LIST

 1 Large 3-ring binder

 4 notebooks, spiral bound, about 60-100 pages needed.
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  4 packages of loose-leaf paper, A-4 only
 1 package of graph paper
 Pencil case
 20 pencils with erasers
 2-3 large erasers
 3 sets of dividers
 4 blue pens. No glitter pens.
 Colored pencils
 4 highlighters
 Scissors
 4 folders with pockets and brads
 4 glue sticks
 4 Large plastic envelope with snap
 1 box of sheet protectors
 Flash drive with a minimum of 2 GB
 2 boxes tissues

6th GRADE STAFF EMAILS

Name of Teacher Subject Email

Colton Marshall Science/Grade 6 Team Leader cmarshall@aisegypt.com

Matt Augspurger English maugspurger@aisegypt.com

Danae Weekley Social Studies/Civics dweekley@aisegypt.com
Tyler Roche Math troche@aisegypt.com
Gram Watt ELL Support gwatt@aisegypt.com
Art Brown Math Support abrown@aisegypt.com
Daniel Cruz Physical Education (P.E.) dcruz@aisegypt.com
Michael Mills mmills@aisegypt.com
Steve Landvatter slandvatter@aisegypt.com
Hala Fouad Arabic/Arabic Supervisor K- hfouad@aisegypt.com
Mohamed Aly 12 maly@aisegypt.com
Amira Tawfik AFL atawfik@aisegypt.com
Amanda Barrilleaux French abarrilleaux@aisegypt.com
Renee Gian Art rgian@aisegypt.com
Kevin King Choir kking@aisegypt.com
Brad Regier Band bregier@aisegypt.com
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Joe Parish Middle School student advisor jparish@aisegypt.com

I received a copy of the Grade 6 Integrated Syllabus.

I have read and understand the information and I
have discussed it with my student.

_____________________________________ ________________________________
Student Signature Parent Signature

_____________________________________ ________________________________
Student Name (printed) Parent Name (printed)

If you have any questions or concerns, please feel free to contact the teachers or
administrators.

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