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
Weekly Assignments
The Novel, Reading, and
Writing
Writing
Poetry, Oration, and
Presentation
Classroom procedures
Literary elements of the
novel
Individualized reading
plans
Introduction to poetry
o Daily materials
o Assignments:
submitting and
receiving
o Seating assignments
o Asking questions
o Group activity
behavior
The class website:
MrClements.com
o Accessing homework
and downloading
assignments
o Commenting
o Replying
o Asking and answering
o Point of view
o Theme
o Tone and mood
o Character
o Foreshadowing and
o Application of reading
goals and
responsibilities
Six elements of writing a
short story
o Author and title
o Main characters
o Supporting characters
o Setting
o Problem
o Solution
flashback
o Setting
o Figurative language
Reading plan
Writing reader responses
o Formatting
o Covering all questions
Character development
o Props
o Traits - physical and
emotional
questions
o Metaphor, rhyme,
symbolism
Introduction to poetry
analysis
o Social, historical, and
cultural perspectives
Rote memorization and
oration of poetry
o Presentation skills
Using multimedia
resources to make
presentations
o Static and active
visuals, music, and
props
Final video presentations
o Character arcs
Late assignment request
policy
Plot outlines
o Action sequences
o Plot points
o Plot or story arc
Formatting your writing
assignment
o Using capitals
o Proper punctuation
o Typed vs. hand-written
Printing, saving, and
publishing online
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,
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Collecting Data and
patterns, Variables and
expressions, Decimals
Proportional
relationships,
understanding Integers
Geometry and
Measurement
Statistics
Compare, and order
whole numbers,
decimals, identify place
value from billions to
billionths.
Compare, and order
fractions and percent and
determine equivalent
relationships. Find
multiples, factors, prime,
and composite numbers,
and describe integers.
Identify, classify, and
describe plane figures,
polygons, angles, and
lines.
Collect, analyze,
interpret and display
data using graphical
representations.
Determine congruency
of figures.
Solve problems
involving graphical
methods.
Solve problems
involving the four
operations and use
estimation strategies.
Determine length and
area of a figure. Find
and solve formulas for
perimeter and area of
polygons.
Describe the range,
outlier, mean, median, and
mode of central tendency
and determine their
meaning for a set of data.
Estimate and measure
angles.
Create and solve problems
involving mean, median,
mode and range.
Solve problems
involving the four
operations and use
estimation strategies.
Use Order of Operations
to evaluate an
expression.
Write algebraic
expressions and solve
one step equations.
Identify representations
of a given percent and
describe the relationship
among decimals,
fractions, and percent.
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
Experimental Design
(Scientific Method)
Quarter 2
Forces, Motion, and
Energy
Quarter 3
Matter and Basic
Chemistry
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Quarter 4
Earth and Space
Systems
 Ask a Question
 Do background
research
 Construct a
Hypothesis
 Test Your Hypothesis
(experiment)
 Analyze Your Data
and Draw a
Conclusion
 Report Your Results
 Identifying Potential
and Kinetic Energy
 Newton’s Laws of
Motion
 Simple Machines
 Energy
Transformations
 Calculating Formulas (
power, force, work)
 Properties of Matter
 Physical Change and
Chemical Change
 Periodic Table
(elements)
 Atoms
 Chemical Bonding
 Chemical equations
 Chemical
Interactions
Earth’s Waters
 Properties of Water
 Water Cycle
 Water Conservation
 Water Resources
 Water Ecosystems
 Physical and
Chemical Reactions
of Water
 Motion of the
Atmosphere
 Weather Systems
 Air Pressure,
Temperature, and
Humidity
 Basic Measurement
for Weather
Conditions
 Sun, Moon, Earth,
Meteors, Asteroids,
and Comets
 Space Exploration
 Revolution and
Rotation
 Planets
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.
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STANDARD
CE 4 a, b, c, d, e, f and g
STANDARD CE 3a, 3b, 3c, 3d,
3e, USI 5c, 6a, 6b, 6c, 6d and 7c
STANDARD CE 2a, 2b, 2c, 2d,
6a, 6b, 6d, 10a, 10b, 10c, 10d
STANDARD CE 5b, 5a, 5c,
5e, 5f, 5g, 5d, 9a and 9b, 4g
CHARACTER TRAITS OF
EFFECTIVE CITIZENS
RIGHTS, DUTIES OF
CITIZENS AND ROOTS
OF AMERICAN
DEMOCRACY
FOUNDATIONS OF
AMERICAN
CONSTITUTIONAL
GOVERNMENT AND THE
STRUCTURE OF AMERICAN
GOVERNMENT
THE AMERICAN
POLITICAL PROCESS
AND WORLD
CITIZENSHIP
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.
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.
Personal character traits
t h a t f a c i l i t a t e t h o u gh t fu l ,
e f f e c t i ve p a r t i c i p a t i o n i n
c i vi c l i f e i n t h e f a mi l y,
s c h o o l , c o m m u n i t y,
c o u n t r y a n d wo r l d .
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trustworthiness
honesty
courtesy
accountability
responsibility
patriotism
respect for law
decision making
respect for the rights
of others
self-reliance and
service
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.
Physical Education (with Mr. Daniel Cruz, Mr. Michael Mills, and Mr. Steve Landvatter)
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
 Running
 Strength
Hockey
 Basic
Rules/Form
 StickHandling
 Passing
 Shooting
Volleyball
 Rules
 Proper Setting
 Bumping
 Serving
 Spiking
Softball
 Basic Rules/Safety
 Throwing
 Catching/Fielding
 Batting
Badminton
 Basic Rules
 Basic Serve
 Under/forehand serve
 Dropping the birdie
Football/Soccer
 Dribbling
 Passing
 Shooting on goal
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Swimming
 Safety
 Skills
 Diving
 Survival
 Treading water
Basketball
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Rules
Dribbling
Form shooting
Passing
Strategies
Stance
Health
 Basic Fitness
 Nutrition Plan
 Anatomy of the
Human Body
 Hygiene
Track & Field
 Races
 Jumps
 Throws
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
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
Greetings and
Salutations
Introductions
Term 2
Term 3
Term 4
Classroom
Vocabulary
Greetings
and
Salutations
Describe self,
peronality
Classroom
Vocabular
y
Body parts
Introductions
Describe self,
appearance
Body parts
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Francophone
World
Calendar
Francophone
World
Describe others
Calendar
Counting to
100
Articles,
Pronouns,
Adjective
Counting to
100
Describe places and
things
Articles,
Pronouns,
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 twodimensional and three-dimensional works of art. Students learn to critique artists’
meaning, focusing on their use of forms, media, 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 as a means of personal and cultural expression.
Term 1/3
Term 2/4
Value/Types of Shading
Facial Proportion and Portrait Drawing/
Pencil and Charcoal
Pottery
Color Theory
Field Trip Unit*
One-Point Perspective
Elements and Principles of Art
Formal Art Critique
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.
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Term 1/3
Field Trip Unit*
Two-Point Perspective
Computer Graphics/Photoshop
Formal Art Critique
Term 2/4
Printmaking/Papermaking
Landscape Painting/Watercolor
Mural Painting
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
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, afterschool 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
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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
A90-92
B+
88-89
B
83-87
B80-82
C+
78-79
C
73-77
C70-72
D+
68-69
D
63-67
D60-62
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
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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
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
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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
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1 Large 3-ring binder
4 notebooks, spiral bound, about 60-100 pages needed.
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
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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
Art Brown
Daniel Cruz
Michael Mills
Steve Landvatter
Hala Fouad
Mohamed Aly
Amira Tawfik
ELL Support
Math Support
Physical Education (P.E.)
Arabic/Arabic Supervisor K12
AFL
gwatt@aisegypt.com
abrown@aisegypt.com
dcruz@aisegypt.com
mmills@aisegypt.com
slandvatter@aisegypt.com
hfouad@aisegypt.com
maly@aisegypt.com
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
Joe Parish
Middle School student advisor
jparish@aisegypt.com
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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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