Grade 6

Unit 1: Identity & Community

September

• How do I talk about the various aspects of my identity?

• How can I recognize, discuss, and challenge stereotypes and biases?

• How can we create a community that is positive and safe for everyone’s identity?

Students will:

• Read select short stories from the collection Flying Lessons & Other Stories in order to consider multiple perspectives.

• Complete personal journal writing related to their identity in order to articulate their identities and develop their writing stamina.

• Write a short poem about different features of their identity and how they defy stereotypes.

• Interview a family member and write a 3-4 paragraph essay about their identity, their family, how they ‘arrived’ in Waltham, and how they contribute to the community.

• Write two short evidence-based paragraphs in order to further develop their explanatory writing skills.

Unit 2: 

Race & Power

October -

November

• What gives people power? How do people use their power in society?

• How does race contribute to an individual's power in society?

• What is institutional racism? How do institutions increase or limit an individual’s access to power?

Students will:

• Read the novel Scorpions by Walter Dean Myers in order to learn about the power dynamics between individuals and institutions.

• Analyze characterization throughout the course of a narrative.

• Write a well-developed, evidence-based essay on characterization and character traits.

• Learn about the different elements of a successful narrative.

• Write a sequel to Scorpions, applying what they have studied about narrative structure to their own narrative writing.

Unit 3: Social Class & Traditions

December

• Why are traditions important, even in modern times?

• How and why do people change over time? What impacts personal transformation?

• Why is human connection more valuable than material possessions?

Students will:

• Read the play version of Charles Dickens’ A Christmas Carol, dramatized by Martha B. King.

• Practice their oral reading fluency by reading the play aloud together.

• Continue to develop their skills in character analysis through guided class discussion.

• Continue to develop their evidence-based writing skills in order to write a fully-developed literary analysis essay.

• Revise their writing using multiple rounds of teacher feedback.

Unit 4:

Accepting and Celebrating Differences

January - February

• What makes someone “normal?” What makes someone “different?”

• When is it important to speak up and use our voices to advocate for others?

• How is storytelling important to our lives as individuals and to the life of a community as a whole?

Students will:

• Independently read one of the following, grade-level novels: A Corner of the Universe by Ann M. Martin, Inside Out & Back Again by Thanhha Lai, or A Long Way From Chicago by Richard Peck. 

• Continue to develop their oral reading fluency. 

• Prepare for an assigned role in a small-group discussion with peers. 

• Facilitate or lead a small-group discussion with peers. 

• Analyze and apply a thematic focus (accepting and celebrating differences) to an independent-reading text.

Unit 5:

Culture & Family

February -

April

• How does the culture of our home impact our identities?

• What gives words meaning and power?

• How do we use words to tell a colorful and powerful story?

Students will:

• Read the novel The Color of My Words by Lynn Joseph, focusing on the significance of storytelling and cultural setting in the protagonist’s development.

• Read supplementary poetry and analyze literary devices in these poems.

• Use poetry excerpts from The Color of My Words as mentor texts to write their own poetry.

• Practice incorporating figurative language and sensory imagery into their own narrative writing.

• Continue to develop their explanatory writing skills through a paired-text essay. 

Unit 6:

Coming of Age & Social Change

April - June

• How do others’ expectations shape who we are?

• What are the major turning points in adolescence that lead to adulthood?

• How do significant social and political events impact the personal lives of families and individuals?

Students will:

• Read the novel The Wednesday Wars by Gary Schmidt in order to understand how coming of age is impacted by the social and political events of a significant historical period, the 1960s.

• Learn about significant events and cultural aspects of the 1960s; understand how historical setting shapes a narrative.

• Understand allusions to other literary works and analyze their effectiveness in the story.

• Participate more independently in student-driven discussions, actively listening and responding to peers’ ideas. 

Unit 1

Number Theory

September

Every number can be built using its prime factors.  The prime factorization of a number can help us find common factors and multiples.  We can use the greatest common factor and least common multiple to solve many real world problems related to creating groupings.  

Students will:

• Discover how to write numbers as the product of prime numbers.

• Solve a variety of real world problems using the greatest common factor and the least common multiple.

• Create a project about their favorite number and describe the number's attributes.  

Unit 2

Decimal Operations

October

The operations for fractions, decimals, and whole numbers are connected.  We can use decimal operations to solve everyday problems. 

Students will:

• Solve real world multi-step decimal problems using all four operations.

• Develop conceptual understanding of long division using base ten blocks and connect that understanding to the standard algorithm. 

• Develop a conceptual understanding of dividing decimals by decimals by connecting to their understanding of equivalent fractions. 

Unit 3

Ratios, Rates and Percents 

November/December

A ratio is a multiplicative comparison of quantities; there are different types of comparisons that can be represented as ratios.  We can solve ratio problems using a variety of representations.  

Percentages are used worldwide to communicate information about sports, shopping, stocks, weather conditions, survey results, and many more ratio relationships.

Students will:

• Compare quantities by writing ratios and using ratio language.

• Create tables of equivalent ratios and fill in missing values.

• Learn about how artists use ratio concepts to create mosaics, and create their own math mosaic.

• Solve real world problems about speed and pricing by finding unit rates.

• Use multiple representations such as tape diagrams, double number line diagrams, equations, and tables to solve real world problems involving percents.

Unit 4

Fraction Division

December/January

Fraction division can be represented with visual models. To make sense of real world fraction division problems, we need to interpret the meaning of the quotient.

Students will:

• Use fraction tiles to conceptually understand how to divide fractions by fractions.

• Understand why we multiply by the reciprocal when dividing fractions through explorations of concrete and visual models. 

• Create their own real world story problem that involves division of fractions and show how to solve the problem using an equation and a visual model. 

• Solve problems about area, cooking, pricing and speed.

    Unit 5

The Number Line and Coordinate Plane

January/February

Number lines can be used to represent, order and compare rational numbers. Absolute value can be used to find the horizontal or vertical distance between points on a number line or coordinate grid.

Students will:

• Use positive and negative numbers to represent real world quantities and explain the meaning of zero in each situation.

• Represent, compare, and order positive & negative rational numbers on a number line.

• Write statements of inequality to compare rational numbers from real world contexts, and order rational numbers. 

• Understand that absolute value is the distance from zero and I can interpret absolute value in real world situations.

• Plot points on the coordinate plane in all four quadrants and find the distance between points. 

    Unit 6

Expressions, Equations and Inequalities

February/March

We can use expressions, equations, and inequalities to model mathematical and real world situations.  Expressions, equations and inequalities can be rewritten into many equivalent forms using mathematical properties.

Students will:

• Evaluate numerical and algebraic expressions involving exponents using the order of operations.

• Write algebraic expressions from words and real life situations, and identify parts of the expression. 

• Expand/factor and simplify algebraic expressions using the distributive property and combining like terms. I can use these skills to recognize equivalent expressions.

• Write and solve one-step algebraic equations and inequalities that represent real world contexts.  

• Represent the solutions of an inequality on a numberline.  

    Unit 7

Geometry - Area and Volume

April

2-D and 3-D shapes can be composed and decomposed to find their area, surface area, and volume.

Student will:

• Discover the formulas for finding the areas of polygons composed of triangles and rectangles.  

• Draw polygons in the coordinate plane given coordinates, and find the area or missing dimensions of these polygons.

• Solve real world problems involving area and distance on the coordinate plane. 

• Find the volume of rectangular prisms with fractional edge lengths.

• Find the surface area of 3-D shapes using nets, and apply this in the context of real-world problems.

    Unit 8

Statistics

May

Data can answer statistical questions and can be visually displayed and described using center, spread and overall shape.

Students will:

• Write and recognize a statistical question.  

• Collect data to answer statistical questions.

• Create and interpret dot plots, histograms, and box plots.  

• Calculate measures of center (mean, median, mode) from a set of data and a graph.

• Calculate measures of variability (range and interquartile range) from a set of data and a graph. 

• Describe and interpret numerical data displays, including symmetry, outliers and skew.  

• Create a culminating project in which students survey their classmates, analyze their results, conduct research on their topic, and make recommendations on how to improve the lives of 6th graders.  

2 weeks (August & September)

How can we use science to solve unique problems?

Students will engage in Engineering and Design practices to design and build a ferris wheel

5 weeks (September & October)

How and why has Earth’s crust changed over time?

• How do rock layers and fossils give us information about Earth’s history?

• Why are similar fossils located on different continents?

Analyze fossil records to determine mass extinctions, rock layers, continent shapes, and plate tectonics

Write a claim and provide supporting evidence and reasoning that explains how the continents have moved over time into their current positions

3 weeks (October)

How have changes to Earth’s environment caused changes in organisms over time?

How do anatomical commonalities between modern organisms indicate ancient relationships?

Whale Evolution Investigation: examine how whale fossils have changed over time; draw conclusions from fossil evidence

4 weeks (November)

How does the space between particles in matter affect the density?

How do properties of matter determine how a material is used?

What are the best ways to separate mixtures? Solutions?

Calculate density by determining the mass and volume of solids and liquids

Separate mixtures using a variety of tools

3 weeks (December)

What is a chemical reaction?

Why do some chemical reactions result in something hot, while others result in something cold?

Investigation exploring types of chemical reactions

Thermal pack project: Create a hot or cold pack and pitch the product.

3 weeks (January)

How do waves move through different media? 

How is the energy of a wave related to its characteristics? 

How is information transmitted digitally in today’s world?

Use diagrams to demonstrate properties of waves and how the properties relate to one another. 

Model waves through different materials

6 weeks (End of Jan. to Mid-March)

Where is Earth in the universe?

What patterns are caused by the Earth, Sun, and Moon system? 

What causes changes to gravitational force?

Illustrate the positions of Earth, the Milky Way, and other galaxies 

Develop and use models to explain lunar phases and eclipses.

Use evidence to demonstrate the connections between gravity and mass

4-5 weeks (Mid-March – April)

What does it mean to be a living thing? What are we made of?

How does the structure of parts of the cell (organelles) determine how they function?

What are the key differences between plant cells and animal cells?

Cell Organelle Diagrams

Cell City Project: create a model that compares a cell to a city

Mystery Cell Project: observe cell features to determine the kind of cells

6 weeks (May & June)

How do body systems work together to carry out essential functions of life?

Chicken Wing Dissection: 

explore the relationship between structure and function

September

• How do historians learn about ancient people and their lives? 

• How do environmental and climate changes impact life?

• How has the development of agriculture changed human history?

Students will:

• Learn about the earliest humans of the Paleolithic Era

• Explore the advances made by people of the Neolithic Era

• Identify the characteristics of  complex societies / civilizations

Assessments include:

• Otzi CSI Investigation

• Agriculture Open Response

October - November

• How does location, geography, and climate  affect the development of civilization?

• How does a country’s belief system (government, religion, laws, social classes) affect a society’s actions?

• How does the technology that developed during ancient times impact our lives today?

Students will:

• Explain how the geography of Mesopotamia contributed to the development of complex society and agriculture

• Analyze the important achievements and advances made by the people of Mesopotamia

Assessments include:

• Hammurabi’s Code Debate

• Geography of Mesopotamia Module Assessment

December - February

• How does location, geography, and climate  affect the development of civilization?

• How does a country’s belief system (government, religion, laws, social classes) affect a society’s actions?

• How does the technology that developed during ancient times impact our lives today?

Students will:

• Explain the significance of the Nile River to the people of Ancient Egypt

• Learn about the tools and evidence that archaeologists and historians use to learn about the past

• Describe the role(s) of the pharaoh in Ancient Civilization

• Study the social class system of Egyptian society

Assessments include:

• Pharaoh Speeches / Egypt Final Project

• King Tut CSI Investigation

• Role of Pharaoh Open Response

February - March

• How did long-distance trade influence the development of early subSaharan African states and societies?

• How did ideas spread across ancient societies?

• Why is the belief in one God significant to Islam, Judaism, and Christianity? 

Students will:

• Locate and identify several major kingdoms / civilizations of early sub-Saharan Africa

• Explain the importance of trade both within and beyond Africa in connecting people, goods and ideas

Assessments include:

• African Kingdom Trade Board Games

• Gold / Salt Trade Simulation

March - April

• What were the consequences of the unification of tribes for ancient Israel?

• Why is the belief in one God significant to Islam, Judaism, and Christianity? 

Students will:

• Trace the route Ancient Israelists took out of Mesopotamia to Canaan.

• Learn about the early leaders of the Israelites and explain their role(s) in Israelite society

• Explain monotheism in the context of the emergence of Christianity as a distinct religion

Assessments include:

• King David Module Assessment

May - June

• How does location, geography, and climate  affect the development of civilization?

• How does the democracy of Athens compare to the democracies of today?

• How does the technology and culture that developed during ancient times impact our lives today?

Students will:

• Explain how Greece’s location and Geography contributed to its development

• Explore the democratic concepts developed in Ancient Greece

• Learn the causes and consequences of the Persian and Peloponnesian Wars

• Identify the major accomplishments of the Ancient Greeks

Assessments include:

• Sparta v. Athens Talk Shows / Greek Myth Skits

• Types of Government Simulation

• Olympics Project

Striving and Thriving in Middle School

Connect to:

Social and Instructional Language

6 weeks 

• How are schools the same and different across countries or levels (e.g. elementary and middle)?

• What skills, habits, and routines prepare students for success in 6th grade and beyond?

Students will: 

• NARRATE by sharing ideas about one’s own and others’ lived experiences and previous learning

• INFORM by describing characteristics, patterns, and behaviors

• EXPLAIN by following and describing steps or procedures and their causes and effects

• ARGUE by generating questions about different perspectives

Lessons from Literature

Connect to:

Language of ELA

and

Social and Instructional Language

6

weeks 

• How do stories teach lessons and give meaning to our lives?

• How do communities of readers enjoy and share what they learn from stories?

• How do characters change from the beginning to the end of a story?

Students will:

• INTERPRET LANGUAGE ARTS NARRATIVES by identifying themes or central ideas that develop over the course of a text

• INTERPRET LANGUAGE ARTS NARRATIVES by analyzing how character attributes and actions develop in relation to events or dialogue

• CONSTRUCT LANGUAGE ARTS ARGUMENTS that logically organize a claim with clear reasons and relevant evidence, and offer a conclusion 

• NARRATE by sharing ideas about one’s own and others’ lived experiences and previous learning

The focus this year is on explanatory (CER) writing.  See Grade 6 ELA Overview for more context.

Debating Issues and Questions from History

Connect to: Language of Social Studies

and

Social and Instructional Language

6 Weeks

• How can we use text features to support our understanding of what we read?

• How can writers explain how their selected evidence best relates to a specific prompt?

• How can we present claims and findings with relevant evidence, sound reasoning, and appropriate eye contact, volume, and pronunciation?

Students will:

• INTERPRET SOCIAL STUDIES EXPLANATIONS by determining multiple points of view in sources for answering compelling and supporting questions about events

• CONSTRUCT SOCIAL STUDIES EXPLANATIONS that generalize multiple causes and effects of developments or events

• CONSTRUCT SOCIAL STUDIES ARGUMENTS that show relationships between claims and counterclaims, differences in perspectives, and evidence and reasoning.

• ARGUE by supporting or challenging an opinion, premise, or interpretation.

See Grade 6 Social Studies Overview for more context.

Structures and Functions in the Scientific World

Connect to: Language of Science

and

Social and Instructional Language

6 weeks 

• How do scientific models (diagrams, maps, charts) help explain structures and their functions in the natural world?

• How do scientists measure and describe the natural world in order to form and share conclusions?

Students will: 

• CONSTRUCT SCIENTIFIC EXPLANATIONS that describe valid and reliable evidence from sources about a phenomenon

• INTERPRET SCIENTIFIC ARGUMENTS by identifying convincing evidence from data, models, and/or information from investigations of phenomena 

• CONSTRUCT SCIENTIFIC ARGUMENTS that introduce and contextualize topic/phenomenon in issues related to the natural world

• INFORM by describing the parts and wholes of a system

See Grade 6 Science Overview for more context.

Using Data to Advocate for Change

Connect to:  Language of Mathematics

and

Social and Instructional Language

6 weeks 

• How can we collect and analyze real-world data to make recommendations to improve our school community?

• How can we clearly present our research visually (in tables, graphs, charts) and orally for a specific audience?

• How can percents help us discuss how frequently or how likely something is to happen?

Students will:

• CONSTRUCT MATHEMATICAL EXPLANATIONS that introduce concept or entity

• CONSTRUCT MATHEMATICAL EXPLANATIONS that describe data 

• CONSTRUCT MATHEMATICAL ARGUMENTS that justify conclusions with evidence and mathematical facts

• SUMMARIZE most important aspects of information

See Grade 6 Mathematics Overview (Unit 3: Ratios, Rates, and Percents) for more context.