1. CURRICULUM NIGHT 2017 WELCOME!
IMS 6th Grade Language Arts & Social Studies

2. My Background Seattle area 20 years
Certified Teacher: Middle Level Humanities & 9th-12th Grade English and German
IMS—4th year

3. Why do I teach?
I want to provide ALL students with the opportunity to learn the skills necessary to ensure a rich and fulfilling future. I want to inspire them to achieve their very best each day and to view learning as a lifelong endeavor.
FORMULA FOR SUCCESS:
Confidence + Hard Work + Perseverance
“I can do this/I got this” attitude fostered by positive classroom environment. Being a hard worker can make up for weaknesses in other areas and will allow you to achieve success. Perseverance is a life skill—the greatest learning moments are the ones that include setbacks that you overcome and don’t give up on.

4. Classroom Community Based on the “IMS Way”
Be Safe, Be Respectful & Kind, Be Responsible.
Students will feel safe and cared about in my classroom.
They will have a voice—their opinions and feelings matter!
If they help create the “rules,” they take ownership of them on a daily basis.

5. Language Arts 2nd year reading and writing curriculum
Aligned with Common Core State Standards
Research shows that one of the key factors related to success in reading is providing students CHOICE.

6. WORKSHOP MODEL Components Skill-Based Mini Lessons
Choice of books & writing topics
Great deal of time for practice
Individual or small group conferring

7. READER’S WORKSHOP Skill development lessons Vocabulary Discussions
Journaling (Written or Graphic) for reading comprehension & text analysis

8. READER’S WORKSHOP Freak the Mighty Read Aloud
Choice of books for other units with common focus/theme
Range of reading levels and interests

9. WRITER’S WORKSHOP PROCESS: Immersion in MENTOR TEXTS
“READ LIKE A WRITER”
Generate & Select Ideas--CHOICE
Collect Information & Draft
Revise & Edit
Publish
Apply strategies of mentor texts to their own work/writing

10. Language Arts Independent Reading 10 minutes most class periods
Encourage reading at home
Variety of ways students will “interact” with their text
STAR test to determine reading level--they can read whatever they like, even at a lower level—because the point of this is to love reading. They will be challenged with the texts that are a part of the curriculum.

11. Language Arts Trimester I Freak the Mighty Interactive Read Aloud
Reading Informational Text--Scope
Writing
Narrative (Smarter Balanced Rubric)
CCSS—citing evidence, graded discussions

12. Language Arts Trimester II Reading Workshop: Identity
Reading Informational Text--Scope
Writing
Feature Article/Expository Writing
Research
Smarter Balanced Rubric
Complex, informational text

13. Language Arts Trimester III Reading Workshop: Hero’s Journey
Reading Informational Text--Scope
Writing
Argumentative/Persuasive (Smarter Balanced Rubric)
Argument/Persuasive techniques—writing and speaking

14. Language Arts Speaking and Listening
Individual and Group Presentations
Graded Discussions
Collaborative Work
Discussion Etiquette, Prepare ahead of time and have “cheat sheet,” Practice Rounds, Listening, Question Stems

15. Reading Strategies Notice and Note Fiction Signposts
Contrasts and Contradictions
Aha moments
Tough Questions character raises
Words of the Wiser
Again and Again

16. Homework IMS policy: 10-15 minutes per class
Finishing up any class work (most days ample time for this)
Posted on website
Always encourage students to read

17. Social Studies History Geography Civics Economics Critical Thinking
Look at the ancient civilizations through these lenses. A focus will also be critical thinking.

18. Social Studies Historical Perspective-Making Connections
Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives
How can we use the past as a guide to help ensure a positive future for ourselves and others

19. Social Studies Geographic Perspective
Uses knowledge of geographical concepts and both human and natural systems to understand processes that impact our world.
*Landforms
*Natural Resources
*Environment
Landforms glossary—completed—apply that information to all the civilizations—how did the geography affect the way the people lived, survived, downfall

20. Social Studies Civic Perspective
Uses knowledge of government, law, and politics to make decisions about the public good
Aided in a civilization’s survival or contributed to their downfall, connection to our government—city, state, U.S.

21. Social Studies Economic Perspective
Uses knowledge of production, distribution, and consumption within economics to make decisions.
Economies of the ancient civilizations, what good did they produce, how did they distribute these goods, how did it affect decisions that were made by these societies and their survival and downfall

22. Social Studies Critical Thinking Skills
Used to investigate and analyze a variety of resources and issues and seek answers

23. Social Studies: TRIMESTER 1
Geography (landforms, maps)
Early Humans (hunters/gatherers)
Mesopotamia (agriculture)
Landforms—applied to all civilizations—how do these affect the economy, politics, daily life in general of the people/ hunters and gatherers/ agriculture

24. Social Studies: TRIMESTER 2
Ancient Egypt
Gift of the Nile
Life in ancient Egypt
Pyramid Builders
The New Kingdom

25. Social Studies: TRIMESTER 2
Israelites
Beginnings & Beliefs
Kings
Two Kingdoms

26. Trimester II (continued)
Ancient Greece
Beliefs and Customs
City States and Democracy
Sparta and Athens
Golden Age
Alexander the Great
Legacies

27. Social Studies Trimester III Ancient Rome Republic Empire Daily Life
Empire’s Decline
Legacies

28. Trimester III (continued)
The Rise of Christianity
The Early Church
A Christian Europe
This leads them up to where they will begin their study of medieval Europe in 7th grade

29. Homework Average Amount = 10 to 15 minutes/night
Reinforcing class learning or preparation for following day
Posted on website

30. Having FUN!!! Movies and video clips to introduce and enhance learning
Simulations/Dramatizations
Integrating students’ interests into lessons
Games
Group Work

31. How can you help?
Quiet place to study without interruptions (no cell phone, no TV)
Be sure your child is recording homework and due dates in planner
Check website for essay, project, and test dates—help student learn to organize/manage time (use student planner)

32. Contact Information and Extra Help
CONTACT:
Phone: Leave message on voice mail:
EXTRA HELP:
After school--Best to make appointment

33. Please complete the Parent Survey.

34. Thank you for coming!
Write a short note to your child and I will leave it on their desk so that they see it when they come into class tomorrow