Sixth Grade Curriculum
Language Arts- Based on Common Core Standards 2010
Strand R Reading
RL Literature
Key Ideas and Details
Anchor Standard RL.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Grade Level Standard RL.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Anchor Standard RL.CCR.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Grade Level Standard RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions or
judgments.
Anchor Standard RL.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Grade Level Standard RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a
resolution.
Craft and Structure
Anchor Standard RL.CCR.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Grade Level Standard RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word
choice on meaning and tone.
Anchor Standard RL.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.
Grade Level Standard RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development of the theme, setting, or
plot.
Anchor Standard RL.CCR.6 Assess how point of view or purpose shapes the content and style of
a text.
Grade Level Standard RL.6.6 Explain how an author develops the point of view of the narrator
or speaker in a text.
Integration of Knowledge and Ideas
Anchor Standard RL.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Grade Level Standard RL.6.7 Compare and contrast the experience of reading a story, drama, or
poem to listening to or viewing an audio, video, or live version of the text, including contrasting
what they “see” and “hear” when reading the text to what they perceive when they listen or
watch.
Anchor Standard RL.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Anchor Standard RL.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Grade Level Standard RL.6.9 Compare and contrast texts in different forms or genres (e.g.,
stories and poems; historical novels and fantasy stories) in terms of their approaches to similar
themes and topics.
Range of Reading and Level of Text Complexity
Anchor Standard RL.CCR.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Grade Level Standard RL.6.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI Informational Text
Key Ideas and Details
Anchor Standard RI.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Grade Level Standard RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Anchor Standard RI.CCR.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Grade Level Standard RI.6.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
Anchor Standard RI.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Grade Level Standard RI.6.3 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
Anchor Standard RI.CCR.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Grade Level Standard RI.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
Anchor Standard RI.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.
Grade Level Standard RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section
fits into the overall structure of a text and contributes to the development of the ideas.
Anchor Standard RI.CCR.6 Assess how point of view or purpose shapes the content and style of
a text.
Grade Level Standard RI.6.6 Determine an author’s point of view or purpose in a text and
explain how it is conveyed in the text.
Integration of Knowledge and Ideas
Anchor Standard RI.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Grade Level Standard RI.6.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a topic or
issue.
Anchor Standard RI.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Grade Level Standard RI.6.8 Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are not.
Anchor Standard RI.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Grade Level Standard RI.6.9 Compare and contrast one author’s presentation of events with
that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
Anchor Standard RI.CCR.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Grade Level Standard RI.6.10 By the end of the year, read and comprehend literary nonfiction in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Strand W Writing
Text Types and Purposes
Anchor Standard W.CCR.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Grade Level Standard W.6.1 Write arguments to support claims with clear reasons and relevant
evidence.
W.6.1.a Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
W.6.1.c Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
W.6.1.d Establish and maintain a formal style.
W.6.1.e Provide a concluding statement or section that follows from the argument presented.
Anchor Standard W.CCR.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and
analysis of content.
Grade Level Standard W.6.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and analysis of relevant
content.
W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
W.6.2.c Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2.d Use precise language and domain-specific vocabulary to inform about or explain the
topic.
W.6.2.e Establish and maintain a formal style.
W.6.2.f Provide a concluding statement or section that follows from the information or
explanation presented.
Anchor Standard W.CCR.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
Grade Level Standard W.6.3 Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
W.6.3.e Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
Anchor Standard W.CCR.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Grade Level Standard W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Anchor Standard W.CCR.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Grade Level Standard W.6.5 With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Anchor Standard W.CCR.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Grade Level Standard W.6.6 Use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
Anchor Standard W.CCR.7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
Grade Level Standard W.6.7 Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
Anchor Standard W.CCR.8 Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
Grade Level Standard W.6.8 Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic bibliographic information
for sources.
Anchor Standard W.CCR.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Grade Level Standard W.6.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in
different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms
of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the
argument and specific claims in a text, distinguishing claims that are supported by reasons and
evidence from claims that are not”).
Range of Writing
Anchor Standard W.CCR.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Grade Level Standard W.6.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Strand SL Speaking and Listening
Comprehension and Collaboration
Anchor Standard SL.CCR.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
Grade Level Standard SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.1.a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
SL.6.1.c Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
Anchor Standard SL.CCR.2 Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
Grade Level Standard SL.6.2 Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
Anchor Standard SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.
Grade Level Standard SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing
claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
Anchor Standard SL.CCR.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Grade Level Standard SL.6.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation.
Anchor Standard SL.CCR.5 Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Grade Level Standard SL.6.5 Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
Anchor Standard SL.CCR.6 Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Grade Level Standard SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
Strand L Language
Conventions of Standard English
Anchor Standard L.CCR.1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Grade Level Standard L.6.1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).
L.6.1.e Recognize variations from standard English in their own and others’ writing and
speaking, and identify and use strategies to improve expression in conventional language.
Anchor Standard L.CCR.2 Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
Grade Level Standard L.6.2 Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.
L.6.2.b Spell correctly.
Knowledge of Language
Anchor Standard L.CCR.3 Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
Grade Level Standard L.6.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.6.3.a Vary sentence patterns for meaning, reader/ listener interest, and style.
L.6.3.b Maintain consistency in style and tone.
Vocabulary Acquisition and Use
Anchor Standard L.CCR.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
Grade Level Standard L.6.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part
of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Anchor Standard L.CCR.5 Demonstrate understanding of figurative language, word relationships
and nuances in word meanings.
Grade Level Standard L.6.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Anchor Standard L.CCR.6 Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
Grade Level Standard L.6.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Mathematics - Based on Common Core Standards 2010
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to
whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expressions and equations; and (4) developing understanding of
statistical thinking.
Critical Focus Area 6.1 Students use reasoning about multiplication and division to solve ratio
and rate problems about quantities. By viewing equivalent ratios and rates as deriving from,
and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple
drawings that indicate the relative size of quantities, students connect their understanding of
multiplication and division with ratios and rates. Thus students expand the scope of problems
for which they can use multiplication and division to solve problems, and they connect ratios
and fractions. Students solve a wide variety of problems involving ratios and rates.
Critical Focus Area 6.2 Students use the meaning of fractions, the meanings of multiplication
and division, and the relationship between multiplication and division to understand and
explain why the procedures for dividing fractions make sense. Students use these operations to
solve problems. Students extend their previous understandings of number and the ordering of
numbers to the full system of rational numbers, which includes negative rational numbers, and
in particular negative integers. They reason about the order and absolute value of rational
numbers and about the location of points in all four quadrants of the coordinate plane.
Critical Focus Area 6.3 Students understand the use of variables in mathematical expressions.
They write expressions and equations that correspond to given situations, evaluate expressions,
and use expressions and formulas to solve problems. Students understand that expressions in
different forms can be equivalent, and they use the properties of operations to rewrite
expressions in equivalent forms. Students know that the solutions of an equation are the values
of the variables that make the equation true. Students use properties of operations and the
idea of maintaining the equality of both sides of an equation to solve simple one-step
equations. Students construct and analyze tables, such as tables of quantities that are in
equivalent ratios, and they use equations (such as 3x = y) to describe relationships between
quantities.
Critical Focus Area 6.4 Building on and reinforcing their understanding of number, students
begin to develop their ability to think statistically. Students recognize that a data distribution
may not have a definite center and that different ways to measure center yield different values.
The median measures center in the sense that it is roughly the middle value. The mean
measures center in the sense that it is the value that each data point would take on if the total
of the data values were redistributed equally, and also in the sense that it is a balance point.
Students recognize that a measure of variability (interquartile range or mean absolute
deviation) can also be useful for summarizing data because two very different sets of data can
have the same mean and median yet be distinguished by their variability. Students learn to
describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry,
considering the context in which the data were collected.
6A Students in Grade 6 also build on their work with area in elementary school by reasoning
about relationships among shapes to determine area, surface area, and volume. They find areas
of right triangles, other triangles, and special quadrilaterals by decomposing these shapes,
rearranging or removing pieces, and relating the shapes to rectangles. Using these methods,
students discuss, develop, and justify formulas for areas of triangles and parallelograms.
Students find areas of polygons and surface areas of prisms and pyramids by decomposing
them into pieces whose area they can determine. They reason about right rectangular prisms
with fractional side lengths to extend formulas for the volume of a right rectangular prism to
fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7
by drawing polygons in the coordinate plane.
Science- Based on MI Grade Level and High School Content Expectations 2007
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Develop an understanding that scientific inquiry and reasoning involves observing,
questioning, investigating, recording, and developing solutions to problems. Develop an
understanding that scientific inquiry and investigations require analysis and
communication of findings, using appropriate technology. Develop an understanding
that claims and evidence for their scientific merit should be analyzed. Understand how
scientists decide what constitutes scientific knowledge. Develop an understanding of
the importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.
Physical Science -Sixth grade students deepen their understanding of energy through
investigations into kinetic and potential energy and the demonstration of the
transformation of kinetic energy. Through the investigation of energy transfer by
radiation, conduction, or convection, students are introduced to the concept that
energy can be transferred while no energy is lost or gained. Students begin to see the
connections among light, heat, sound, electricity, and magnetism. They gain an
understanding that energy is an important property of substances and that most
changes observed involve an energy transfer. Students will understand energy by
observing multiple forms of energy transfer and begin to dispel the misconception that
energy is linked to fuel or something that is stored, ready to use, and gets consumed.
Sixth grade students also build on their understanding of changes in matter by exploring
states in terms of the arrangement and motion of atoms and molecules. They are given
the opportunity to design investigations that provide evidence that mass is conserved as
it changes from state to state.
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Life Science Sixth grade students build on their prior knowledge by exploring
classifications of organisms based on their source of energy (producers, consumers, and
decomposers) and distinguish between ways in which organisms obtain energy. The
study of ecosystems at this level includes interactions of organisms within populations,
communities, and ecosystems including examples in the Great Lakes region. Students
recognize patterns in ecosystems and broaden their understanding from the way one
species lives in an environment to how populations and communities interact. They
explore how populations can be mutually beneficial and how that relationship can lead
to interdependency. The final course of study in ecosystems for the sixth grader includes
biotic and abiotic factors in an ecosystem that influence change. Included is the
consequence of overpopulation of a species, including humans. Students explore how
humans affect change, purposefully and accidentally, and recognize possible
consequences for activity and development.
Earth Science -Sixth grade students develop a deeper understanding of the Earth
through the exploration of the rock cycle, phenomena that shape the Earth, and Earth’s
history. In the elementary curriculum, students observed a variety of Earth materials
and identified different properties that help sustain life. Sixth grade students explore
the formation and weathering of rocks and how different soil types are formed. Their
knowledge continues through study of movement of lithospheric plates, major
geological events, and layers of the Earth. Students are introduced to the concept of the
Earth as a magnet. The Earth science curriculum includes a deeper exploration into
rocks, rock layers, and fossils. They provide evidence of the history of the Earth and are
used to measure geologic time. Fossils provide evidence of how life and environmental
conditions have changed over long periods of time. The concept of energy in the sixth
grade curriculum is integral throughout the study in physical, life, and Earth science.
Students gain a deeper understanding of the concept when encouraged to apply what
they know about energy transfer to energy in ecosystems and the rapid and gradual
changes on Earth.
Social Studies-Based on MI Grade Level and High School Content Expectations
2007
The World in Temporal Terms – Historical Habits of Mind
Students will identify the conceptual devices to organize their study of the world. They will
compare cultural and historical interpretation. They will use the process of reasoning based on
evidence from the past and interpret a variety of historical documents recognizing fact from
opinion and seeking multiple historical perspectives and will evaluate evidence, compare and
contrast information, interpret the historical record, and develop sound historical arguments
and perspectives on which informed decisions in contemporary life can be based.
WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.
Students will explain the basic features and differences between hunter-gatherer societies and
pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural
processes that influenced the rise of the earliest human communities, the migration and spread
of people throughout the world, and the causes and consequences of the growth of agriculture.
WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples,
4000 to 1000 B.C.E./B.C.
Students will describe and differentiate defining characteristics of early civilizations.
WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C.to 300
C.E./A.D.
Students will analyze the innovations and social, political, and economic changes that occurred
through emergence
of classical civilizations in the major regions of the world, including the establishment of five
major world religions.
The World in Spatial Terms – Geographical Habits of Mind
Students will study the relationships between people, places, and environments by using
information that is in a geographic (spatial) context. They will engage in mapping and analyzing
the information to explain the patterns and relationships they reveal both between and among
people, their cultures, and the natural environment. They will identify and access information,
evaluate it using criteria based on concepts and themes, and use geography in problem solving
and decision making. Students will explain and use key conceptual devices (places and regions,
spatial patterns and processes) that geographers use to organize information and inform their
study of the world.
Places and Regions
Students will describe the cultural groups and diversities among people that are rooted in
particular places and in human constructs called regions. They will analyze the physical and
human characteristics of places and regions.
Physical Systems
Students will describe the physical processes that shape the Earth’s surface which, along with
plants and animals, are the basis for both sustaining and modifying ecosystems. They will
identify and analyze the patterns and characteristics of the major ecosystems on Earth.
Human Systems
Students will explain that human activities help shape Earth’s surface, human settlements and
structures are part of Earth’s surface, and humans compete for control of Earth’s surface. They
will study human populations, cultural mosaics, economic interdependence, human settlement,
and cooperation.
Environment and Society
Students will explain that the physical environment is modified by human activities, which are
influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s
physical features and processes.
Religion- Based on Archdiocese of Detroit Standards
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We Answer God’ s Call
God Saves and Delivers Us
God Invites us into his Kingdom
God reminds us to do his will
God Promises Everlasting Life
Art- Based on MI Curriculum Framework 1998 Arts: Visual Arts (1998)
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Art Styles
Artists
Cultures
Ink Painting
Yarn Weaving
Physical Education- Based on MI Curriculum Framework Physical Education
(2007): 4-6
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Coordination
Teamwork/Sportsmanship
Catching and Throwing Skills
Knowledge of the components of fitness
Muscle Strength and Endurance
Health
Music- based on MI Curriculum Framework 1998 Arts: Music
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Rhythm
Melody
Vocal technique
Harmony
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Form/Theme Variations
Tone Color
Instruments
Performance Etiquette
Musical Production -Christmas Play, End of Year Play
Composition
Spanish- Based on MI_Curriculum_Framework World Languages 1998
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Celebrations observed throughout the year
Culture
Religion- inc. Padre Nuestro (Our Father)
Clothing
Weather
Parts of the body
Occupations
My Community
Verbally answering questions associated with the calendar/weather
Basic Spanish in print (reading and writing)
Basic Spanish grammar concepts
Written communication to others in school
Presentations to class
Computers- Based on Michigan Technology Standards 2009
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Practice Appropriate Use Policies concerning Internet Safety and Responsibility
Learn the Parts of the Computer and Technology Terms
Practice Keyboarding Skills
Produce Documents using Microsoft Word
Use Excel for lists and simple formulas
Create A Powerpoint Presentation
Learn how to search the Internet using keywords and appropriate sources
Library Skills- Based on American Association of School Librarians Library Skills
(2011) : K-12
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Library Skills- Show self-direction in choosing materials of interest, Use reference
materials, Discuss how to use online card system and keyword searching
Literature Appreciation- Reading across genres, Identifying Fact vs. Fibs
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Literary Skills- Identify character traits, literary elements, vocabulary, setting, and
main ideas
Critical Thinking Skills-Identify Conflict
Comprehension Skills- Listen to a story and take a quiz on it
Writing Skills-Create a dedication, create a dust jacket, create a trivia game
Listening Skills-Listen actively , Follow directions
Research Skills- Use reference materials
Group Work- Complete a thinkquest as a group to discover more on provided topics
Textbooks:
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Language Arts-English-Houghlin Mifflin, Vocabulay-Sadlier LiteratureGlencoe/McGraw Hill
Mathematics-Glencoe/Mcgraw Hill Math Connects
Social Studies-Pearson World Studies
Science-Prentice Hall-Science Explorers
Music-Silver Burdett Ginn
Religion- Blest Are We- RCL Benziger