Berto Y Sus Buenas Ideas Continued
6th Grade Class Notes
6th Grade Class Notes, November 2021
What we are doing: The sixth grade has explored rational numbers in this unit: they have learned what makes a number rational (and a little tangent on why pi isn't), and have then moved on to operations with rational numbers. That means fraction operations…and at least for adding and subtracting, that means common denominators. Equivalency, simplifying, and converting from mixed to improper and back again are all concepts we've covered in making sure the kids can perform all four operations with fractions. We've also looked at how all the rules we learned from integers can apply to rationals too. Ask your child about negative fractions! We'll soon transition from fractions to decimals. We'll review all of the operations, but more importantly, look at how fractions, decimals, and (eventually) percents are all different versions of the same number.
Why do we do it?: Specifically with fractions, it's because they show up all over math. Whether it's understanding an algebraic equation with a fractional coefficient, looking at a geometry problem where you break solids into parts, or understanding ratios and scale (a unit coming soon), fractions tie into all of it. Understanding a common denominator is also a really important idea. Just try giving a slice of pizza that has been cut into six slices to one child and then a slice of pizza from another cut into eight slices and tell them it's fair. You'll quickly hear it's not…and now they can really explain why!
Something to look forward to: Once students really understand rational numbers, they are truly moving through that threshold from elementary operations to more advanced mathematical understanding. And with that comes so much more in terms of connections to real life. From the connections with ratios and scale models, design, and blueprinting, to probability, percents, and change. Students will be able to look at the world around them and see so many of their lessons reflected every day.
Conversation starter: Here are a few: Why are common denominators important? Do you need a common denominator to multiply fractions? What does KCF mean? What's the fastest way to compare two fractions (ask them about Wakanda forever)? And finally…are improper fractions really improper, and why are they great?
6TH GRADE LANGUAGE ARTS WITH KENDALL
What we are doing: Students concluded our Social Issues Book Clubs unit by writing poems or creating artwork based on a poem and sharing their work with the class. Students worked alone or in pairs to create poems and artwork centered around issues such as racism, bullying, transphobia, poverty, and anti-Semitism. By approaching fictional novels and stories through the lens of social issues, students thought deeply about how power, relationships, and perspectives shape various characters and narrative themes as well as their lives and the world around them. We concluded the unit with lots of talk around being an upstander vs. a bystander when confronted with injustice, unkindness, or unfairness, looking at characters as well as our own lives.
Why do we do it?: Through reading about characters confronting social issues, students become more aware of issues outside themselves that may or may not affect them directly. Research has shown that reading literature can increase one's ability to empathize with others. To help build a kind, empathetic community in the 6th grade class, it helps for students to know that they and their peers can express themselves freely by creating art and discussing issues they feel passionately about or want to learn more about. Students will be writing every day throughout our next unit as the best way to get better at writing is...writing!
Something to look forward to: While reading will continue to be expected homework (along with reading responses), 6th graders are shifting gears as we begin a narrative writing unit. Each 6th grader now has a journal they can personalize and make their own and will start each class with a 5-minute free write, during which they can use prompts or write about whatever they choose. Students will choose a story on which to elaborate and bring out a deeper meaning by incorporating multimedia elements.
Conversation starter: Ask your 6th grader what they are writing about in their free write each day and what moments in their lives they are writing about in their daily journal entries.
6TH GRADE SOCIAL STUDIES WITH WYATT
What we are doing: Students have spent the past three weeks studying the original 13 colonies of the United States. They've engaged with the material through documentary films, partner projects, group discussions, writing assignments, map creation, and close reading. In particular, students have focused on developing their expository writing skills by comparing and contrasting the political, social, economic, and cultural development of the three distinct colonial regions (Middle, Southern, New England).
Why do we do it?: The ability of students to analyze expository texts and develop their expository writing skills are highly important academic goals in middle school social studies. Throughout the year we will focus on how to read and compose expository texts based around five specific text structures related to social studies (compare/contrast, cause/effect, sequence/time, description/definition, problem/solution). In this unit, students have challenged themselves to understand the historical development of the different colonial regions by completing compare and contrast writing assignments.
Something to look forward to: Following Thanksgiving break, we will jump into studying the Revolutionary War period and the foundational ideas that created this nation. One exciting activity I will introduce during this unit is the Socratic seminar. It will provide students the opportunity to analyze and discuss primary source documents to better understand the perspectives of various groups during this tumultuous time period.
Conversation starter: Focusing on our compare/contrast theme, a few great questions might include:
- Can you give me some examples of how the Middle, New England, and Southern Colonies were similar and different?
- Colonists from England came to the New World for many reasons, can you explain some of the reasons?
6TH GRADE SPANISH WITH JORGE
What are we doing: Students continue reading the Level 1 Spanish novel "Berto y sus buenas ideas" and developing basic oral and reading comprehension. Students finished the third chapter, and took their third assessment test.
Why do we do it?: Spanish class focuses on vocabulary and grammar development, listening and reading comprehension, as well as cultural knowledge. "Berto y sus buenas ideas" is specifically designed for true Spanish beginners. In Chapter 3, students learned about The Prado Museum, and famous Spanish painters and their artworks.
Something to look forward to: Students will continue moving forward with the reading of Chapter 4 of "Berto y sus buenas ideas." In this chapter, students will learn about common food as well as expressions of hunger and thirst.
Conversation starter: What happened in Chapter 3 of "Berto y sus buenas ideas"? Where is the Prado Museum?
6TH GRADE SCIENCE WITH NIKKI
What we are doing:
Oh, what a night! Students will debrief their roller coaster presentations as well as examine the environmental impact of their roller coaster project. We will then take a deep dive into exploring science and engineering careers as well as continuing to strengthen our metric fluency and conversion skills. Students start out by examining stereotypes in their perception of scientists, conduct research, and compose an oral presentation about careers in science and engineering as well as laying out the path to becoming a scientist or engineer.
Why do we do it?:
Many students tend to picture scientists as eccentric white-haired older men wearing a lab coat and mixing test tubes of chemicals until they explode. Examining stereotypes and researching the variety of science and engineering careers gives students an introduction to real-world scientists and creates personal interest in working in the field.
Something to look forward to: After the winter break, we will start our zero waste sustainability unit by going to Marin Sanitary Services on January 7th. This impactful field trip anchors our zero waste unit and brings more meaning to the zero waste initiative on campus.
Conversation starter:
What kind of person do you think of when you think of a scientist or an engineer? What kind of work do they do? What kind of skills do you think they need to be successful?
6TH GRADE SHOWCASE WITH LAUREN
What we are doing: We are continuing to perfect and rehearse our skits, while incorporating new blocking and updated storylines. We have to be 'off-book' and have our costume and prop list in so all our requests get ordered in time for performance. Performance Night is at the San Anselmo Playhouse on January 27th, 2022.
Why do we do it? To create a unique 6th grade only performance experience, which will also include all of the other art classes (ukulele and Art Masks) as a showcase of 6th grade arts.
Something to look forward to: January 27th at 6:30 p.m. at the San Anselmo Playhouse. Live audience, with proof of vaccination and masks, allowed to attend!
Conversation starter: Am I totally memorized "off-book," with lines and blocking?
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