Welcome to 6th Grade at St. Paul of the Cross School.  The teachers this year are:

Homeroom 216—Mrs. Jennifer Lampshire

Homeroom 217—Ms. Valerie Hughes

Homeroom 218—Mrs. Julia Luft

Homework Assignments
Homework is an opportunity for the student to practice or reflect on what he/she is learning during the school day.  Homework is expected to be completed and brought to school on the due date, at the assigned period.  Homework may consist of having a test signed by the parent and returned the next day.  If a student does not have his/her assignment when it is due, the student will be given a Missing/Incomplete Assignment Notice.  This notice is to be signed by the parent/guardian and returned to school with the completed assignment the following school day.  This late assignment will be marked down 10%.  Failure to return the notice and assignment the second day will result in a 40% grade deduction.  All assignments are expected to be completed and no credit will be given for assignments not submitted.  If a student receives five Missing/Incomplete Assignment Notices, he/she will receive a Detention.

Absences
All students in Grade 6 have a homework partner.  When your child is absent, his/her homework partner will collect his/her homework. Any homework for the day will be ready at the end of the school day in the cubicles at the UGC school office. 

Absences Due to Vacation
No homework will be given out prior to an extended absence. Upon the student’s return, the teachers will provide a due date for all missing assignments and tests.  Extended time is not provided for any long-range assignments issued prior to the vacation.

Uniforms
All students are expected to wear the proper school uniform, as stated in the Parent Handbook.  Any student in Grade 6 who is not in proper uniform will be issued a Disciplinary Form.  This slip must be signed by a parent/guardian and returned to school. 

Behavior
Proper behavior is expected of the students at all times.  If a student behaves in an unacceptable manner, a Disciplinary Form may be given.  (See Parent Handbook)  If a student receives a detention, he/she will serve a 45-minute detention after school on the assigned date. 

RELIGION:  Mrs. Lampshire
Christ Our Life Series—God Calls a People, Loyola Press, 2008.
The sixth-grade program is devoted to the study of God’s saving love as it is revealed in Sacred Scripture, particularly the Hebrew Scriptures.  The text is designed to help the students increase their knowledge of salvation history, so that they may respond to God with ever-deepening love and gratitude.  The students learn the message’s relevance for today and how to apply it to their lives. Students need their religion book and spiral notebook for every class.  A bible will be required at home to complete some homework.  The student’s grade is determined by class participation, class work, homework, projects, quizzes and tests. 

SOCIAL  STUDIES:  Ms. Hughes  
World History: Journey Across Time. Glencoe, 2008.  Online version also available: I will get this soon…
The Sixth grade Social Studies curriculum is World History from ancient civilizations, including Rome, Egypt, Israel and Greece, to Middle and Medieval Ages in many parts of the world. The students will learn with a variety of interactive materials, online as well as with our text. Grades are based on homework, quizzes, tests and projects.

Desk Atlas, Nystrom, 2004

SCIENCE:   Ms. Hughes
Holt Science and Technology: Earth Science, Holt, Rinehart and Winston, 2007
The sixth grade science curriculum focuses on the science of earth and space.  Students begin their learning by becoming comfortable with skills used in all study of science—the scientific method, measuring with scientific units, organizing and analyzing data, and lab safety.  Students will be exploring the many aspects of what makes the earth such a unique and dynamic planet.  Units will include the study of continental drift and plate tectonics, composition of the earth, rocks and minerals, weathering and erosion, astronomy and the universe, and ecology and the environment.  Hands-on learning in the form of laboratory experiments enhances the curriculum.  Students participate in labs, classroom discussions, projects, and Science Focus.  Grading is based on homework, tests and quizzes, projects, and lab reports. Students can access an online version of this textbook by going to www.my.hrw.com and entering the username: vhughes26 and password: t7b6. This online version of Holt Science & Technology: Earth Science features not only the entire textbook but also a variety of interactive materials that will enhance your learning experience.

MATH:  Mrs. Lampshire
Mathematics—Applications and Concepts, Course 1, Glencoe, 2006
Sixth grade math will concentrate on using the four mathematical operations with whole numbers, decimals, fractions, and integers; finding number patterns and relationships; algebra; ratio, proportion, and percent; geometry; measurement; and problem solving strategies.  Homework is assigned on most days in order to reinforce skills taught in class.  Daily “Math Minutes” are used to maintain skills and concepts throughout the school year.  Grades are based on tests, quizzes, homework and class work.  Students can access the textbook, practice quizzes and review games online at www.msmath1.net.  Our access code is E351F58062.
 
LANGUAGE  ARTS:   Mrs. Luft

READING
Literature-6, McDougall Littel, Inc., 2008
The sixth grade reading curriculum focuses on exploring the different genres of literature—fiction, non-fiction, plays, poetry, drama, and folk tales/legends.  Our reading anthology can be found online at www.classzone.com.  Along with the text students will be using many resources including power presentations, an audio anthology, and media files that include short film clips and commercials to aid in understanding and “reading” different types of literature.  In addition to fostering an appreciation of the various types of literature, reading skills and strategies will be reviewed and reinforced.  Sixth grade reading will also include the study of novels as both a whole class activity and within literature circle groups. Grades will be based on class work and participation, comprehension and vocabulary quizzes, tests, and projects. 

ENGLISH
Grammar  for Writing – 6, McDougall Little, Inc., 2008
This year we will be using the grammar/writing materials that correlate with our reading anthology.  Students will focus on grammar, usage, and mechanics .  We will be writing short stories, poems, and essays, as well as our Science Focus research papers.

VOCABULARY
The sixth grade will not be using and additional vocabulary book this year.  Instead we will focus on academic vocabulary from all subjects, as the vocabulary from each chapter/lesson.

RESOURCE MATH:   Mrs. Stephens
Mrs. Stephens has resource math groups that cover each grade’s math material in a small group setting. This enables students to experience extra drill, practice, and instruction. Each group begins the year with an assessment of their math skills.
 
The Resource Department also provides opportunities to students who can perform beyond the subject area taught in the classroom.  5th to 8th grade Math Olympiad is a global competition for highly skilled math students that meet weekly with Mrs. Stephens.  The Math Competition Team consists of 7th and 8th grade students who compete in math contests at various high schools.

RESOURCE LANGUAGE ARTS:   Mrs. Widmaier
Mrs. Widmaier has small group language art classes that cover each grade’s English and reading materials.  Each group begins the year with an assessment of their reading and writing skills.  6th grade resource is using the Wilson Reading System (WRS) this year.  The Wilson is a highly structured reading and writing system that serves as an intervention and helps struggling readers learn the structure of words and language by directly instructing students to decode and encode (spell) fluently.  WRS provides a well organized, incremental, and cumulative 12-step system.  Steps one through six provide students with the basics for decoding and encoding to create a solid foundation before moving on.  Steps seven through twelve focus more on advanced word analysis, vocabulary development, comprehension, and metacognition.  English assignments correlate with the English lessons in the general education classroom.  The small group environment allows for extra drill, instruction, and practice.  Support is provided in other subject areas as needed.

PRACTICAL/FINE ARTS

MUSIC:  Ms. Marcotte
Sixth grade students will begin the year studying Broadway musicals.  They will build teamwork and explore their creativity by performing acting, singing and dancing scenes from various shows.  Students will learn proper terminology and will explore themes of social justice through the musical genre.  In the second half of sixth grade music students will learn about drumming traditions throughout the world by listening to different musics, playing various types of drums, performing African dancing and composing their own drum compositions.  They will learn about teamwork, listening and cooperation by playing in large and small ensembles.

ART:    Ms. Wagrowski
The art program at St. Paul of the Cross School is designed for students to perceive, create, and appreciate the visual arts. Students will gain an understanding of the variety of ways that artists function in society.  Projects are based on art history and cultural art with a strong emphasis on the elements of art (line, color, shape, texture, etc.) and the principles of design (balance, contrast, pattern, unity, etc.)  Students experience a wide assortment of media in both two and three dimensional art production.  Problem solving skills as well as the development of fine motor skills are intrinsic to the art experience.  Each project is graded based on the following criteria:
1. Effort –   Students are expected to utilize class time to complete art projects rather than socialize with classmates.
2. Following Directions
3. Neatness

Students at the 6th grade level have more refined fine motor skills, therefore, projects focus on design and craftsmanship using a variety of two and three dimensional media.  Art history includes but is not limited to Alexander Calder, Piet Mondrian, Georgia O’Keeffe, a unit on Surrealism, and cultural art.

PHYSICAL EDUCATION:  Mrs. Ufheil
Students in 6th grade physical education class will work on good sportsmanship while participating in a variety of leisure activities.  Health class will take place the last week of each month.  All students are expected to be in their gym uniform on D Day.

SPANISH:   Mrs. Mejicanos
The Spanish program at St. Paul of the Cross School is designed to develop basic communication skills, with a final goal of confidently communicating in Spanish. The Spanish curriculum is designed to meet the requirements of both the National and State Foreign Language Learning standards. Thematic units integrate both culture and vocabulary. This approach also aids students in listening, reading and writing skills.

The same curriculum is used with all students, but adjusted to meet the needs of students in a particular grade. These thematic units are designed to build on knowledge obtained from the previous school year. Using Total Physical Response (TPR) as a method for long term retention of vocabulary, students acquire vocabulary in a manner similar to how a child learns their first language.  In TPR, the teacher models actions and students mimic as they hear, in the target language.  When the students reach fifth grade, TPR Storytelling is introduced. This method provides opportunities for utilizing and expanding vocabulary. High interest stories enable students to hear and see a story, and then act out, retell, revise, and rewrite it.

The goal is language acquisition, which happens through comprehensive input with a variety of fun and interesting activities. The key to learning a foreign language is that it must be made comprehensible, while at the same time being interesting to the student.

The exposure to a foreign language helps students develop an awareness of other cultures, preparing them not only to interact with other people, but to increase sensitivity to and understanding of values, customs, and traditions of others. All students are encouraged to participate in class to help them acquire not only language proficiency, but comprehension as well. Students are further encouraged to make an effort to study the language outside of class to further hone their skills.

In sixth grade Spanish there is review of previous year’s themes and continued expansion of vocabulary in diverse contexts.  New themes:  My favorite animal, adjectives, action words, making requests, short conversation, obtaining information, writing and expressing phrases and short sentences, asking questions and commands, professions, TPRS new stories, compare and contrast Spanish speaking countries.
Students are graded based on their class participation, class work, homework assignments and quizzes.

LEARNING RESOURCE CENTER

Today’s library is no longer a place to just check out books. Matter-of-fact, the library is no longer an entity onto itself. It is, in combination with the computer lab, the LRC or Learning Resource Center. An effective library part of the LRC provides information literacy instruction. According to the American Association of School Librarians, “Information literacy is the ability to locate, process, evaluate and utilize information.” Our program will provide information resources in a variety of formats and readability levels. Students will be shown how to access, use and evaluate information resources efficiently and ethically based on academic or personal need. This instruction will be correlated to specific academic content standards and taught as an integrated process.  Each of the LRC benchmarks will be expanded into specific grade level objectives too numerous to list individually.
One goal of St. Paul of the Cross School is to assist in the future success of its students by providing them with equitable, appropriate and useful learning experiences involving technology. Technology is an effective tool and an essential component of the skills needed to enrich their learning, and, also, their desire to learn.  Students will have the opportunity and knowledge to select appropriate tools  that will let them adapt to the challenges of the 21st century though the access and utilization of technology in gathering, using, and communicating information in order to make responsible decisions as global, Catholic citizens.
The use of technology is most effective when integrated as one component into the learning environment and used as a tool for active construction of knowledge and skills by students. It should promote higher levels of critical and creative thinking and problem solving, accommodate individual learning styles for all students, facilitate communication and teamwork, and promote the location and use of information to solve problems.
Students in kindergarten through eighth grade receive computer instruction as part of their weekly Learning Resource Center (LRC) schedule. Students also have the ability to enrich their core and special subjects with the use of individual laptop computers maintained on carts which will be wheeled into separate classrooms. Students are assessed using a variety of methods from observation to rubrics.
The following is a basic breakdown of six main technology literacy standards based on the National Educational Technology Standards for Students (NET*S.) Following are benchmarks for students at specific points.

LRC Benchmarks for Information Literacy

By the end of the grades 6-8 program, students should:

A. Understand the function of the LRC, recognize other types of libraries, and use a variety of libraries to meet informational and personal needs.

B. Identify information needs, select books and materials in a variety of formats, and demonstrate responsible use and ethical behavior when using LRC materials.

C. Select literature by genre based on need and personal enjoyment.

D. Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.

E. Conduct research and follow a research process model (Big6) that includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product.

LRC Benchmarks for Computer/Technology Literacy

By the end of the grades 6-8 program, students should:

A. Students will understand basic operations and concepts of technology
• Key at a rate of 30 wpm and apply the touch system to the numeric keypad.
• Demonstrate knowledge and appropriate use of operating systems, software applications, communication, and networking components.
• Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
• Use technology terminology appropriate to the task.
• Organize files and perform basic software application functions such as creating, modifying, printing, saving documents and advanced formatting techniques such as margins, line spacing, tabs, etc.
• Create a chart that visually represents data.
• Create a multimedia presentation using text, graphics, and sound to effectively communicate a concept.

B. Students will understand the importance of social, ethical, and human issues associated with technology.
• Practice ethical and legal behaviors when using information and technology and discuss ramifications of misuse.
• Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods.
• Describe the consequences regarding copyright violations including computer hacking, computer piracy, intentional virus setting, and invasion of privacy.
• Discuss current changes in the information technologies and how those changes affect society and the workplace.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

C. Students will use technology productivity tools.
• Use technology tools to enhance learning, increase productivity, and promote creativity.
• Demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
• Use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.

D. Students will use technology communications tools.
• Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences by using multimedia authoring programs to create linear or non-linear projects and by creating multi-section documents.
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

E. Students will select and use appropriate technology research tools.
• Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
• Use on-line help and other documentation.
• Identify the source, location, relevancy, and content validity of available information.
• Design, develop, publish, and present products (i.e. web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts.
• Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems.
• Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.

F. Students will utilize technology problem-solving and decision-making tools.
• Integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
• Demonstrate knowledge of the relevancy of technology to future job skills, life-long learning, and daily living.
• Use technology resources for self-directed learning, problem solving and extended learning activities.
• Generate a desired outcome using an appropriate problem-solving method.

2010-11 6th Grade Practical/Fine Arts Schedule:

A=L.R.C.
B=Music
C=Spanish
D=Gym
E=Art