6th Grade

Students study the history of ancient Egyptian, Greek, and Roman art. Class projects support the concepts and techniques discussed in the art history lessons. Additionally, students explore the historical contributions of ancient Asian art in the areas of ceramics and printmaking. Projects are designed to stimulate creativity and to develop a deeper understanding of the principles and elements of art. The curriculum includes work in drawing, painting, clay, sculpture, and linoleum block printing. In these areas of study, students learn to manipulate the elements of color, line, shape, texture, space, and composition.

Students write several times a week and participate in writing workshops following mini-lessons to learn the crafts of expository, narrative, and creative writing. Students engage in small-group and individual discussions with the teacher to hone their skills. 

For expository writing, paragraph lessons introduce the topic sentence, relevant concrete details and analytical commentary, and an effective concluding sentence. By mid-year, sixth graders are introduced to the multi-paragraph paper and learn to formulate a simple thesis statement with main points in support, leading to a formal, five-paragraph thesis paper. By the end of sixth grade, the English student is expected to have a proficient understanding of paragraph writing as it applies to a five-paragraph thesis essay.

For narrative and creative writing, students focus on creating vivid, concrete images for supporting details and developing their personal voices. In narrative writing, students use their creativity and personal experiences to create a story that follows the elements of a well-constructed plot and conveys a deeper meaning, or theme. 

The writing process includes rigorous revision and editing. Students practice the composition and revision processes through guided peer and self editing. Teachers and students can communicate via Google Documents, which allows for real-time edits and revisions. Students reflect on their writing and craft choices to improve and build their skills. 

Additionally, students hone their presentation and speaking skills through a variety of projects that require them to speak clearly and persuasively to both peers and teachers. 

Grammar lessons work toward proficiency in identification and usage of the parts of speech: common and proper nouns, linking and action verbs (and agreement with subject), nominative and objective case pronouns, adjectives and adverbs, prepositions (and a further study of phrases), conjunctions, and interjections. Mechanics lessons examine proper punctuation, including quotation marks, commas, semicolons, and colons. Students are expected to implement what they learn in grammar to their writing projects.

History in sixth grade focuses on the study of ancient humans and the great ancient civilizations of China, Greece, Rome, Egypt, the Middle East, and India; the curriculum builds on the skills and familiar concepts amassed in the younger grades. Emphasis is placed on the lives, achievements, contributions, governments, economies, key documents, religions, legacies, and collapse of these ancient civilizations. There is an emphasis on making connections between the ancient world and today. Students are immersed in ancient cultures and experience first-hand Greco-Roman art, culture, and architecture at the Getty Villa. The sixth grade curriculum is focused around research-based projects. Students use the knowledge collected from their projects to participate in discussions, re-creations, and simulations of historical events. Students make written and oral presentations based on their information gathering and work done in cooperative learning groups. Each student is expected to keep an interactive student workbook, writing journal, and a well-organized notebook containing all class notes, classwork, and handouts for each civilization studied. Study skills are emphasized using note cards, cooperative learning groups, and goal setting. Students are expected to comprehensively deliver a coherent historical argument with proven support and examples and then express their argument in written or oral form. Sixth grade geography focuses on the key river civilizations and study of those areas within its historical context. Students are expected to learn location, place, elements of movement, and how ancient societies interacted and adapted to their environments.

Sixth grade students continue to develop research and literary skills during their time in the school library. Sixth graders continue to navigate the fiction, reference, and non-fiction library book collections and build skills to select books that support their learning and develop a love of reading. All sixth grade students are expected to be consistently reading a freely-chosen book that meets each individual student’s interests and needs. Sixth graders continue to build their research skills and conduct research projects. These skills include formulating research questions, creating outlines to organize information, finding and evaluating information from various online and print sources, and using strategies such as note-taking, quoting, paraphrasing, and summarizing in order to synthesize information. Six grade students create bibliographies and in-text citations using APA and MLA style and are expected to evaluate materials in order to ascertain the credibility of their sources.

Specific objectives for sixth grade literature include the examination of a literary selection for its thematic development; the students' familiarity with well-known authors, titles, and literary genres; and the recognition and use of literary terms. Assigned reading includes an anthology and multiple full-length novels. The anthology contains selections of poetry and fictional and nonfictional short stories. Several all-class novels have included A Long Walk to Water by Linda Sue Park, Black Brother, Black Brother by Jewell Parker Rhodes, The Giver by Lois Lowry, Fly Blackbird by Erin Estrada, and Animal Farm by George Orwell. 

Students work toward proficiency regarding plot, character, setting, and theme while reading fiction, poetry, and non-fiction. Students annotate at a more proficient level while reading to make note of well-written passages, vocabulary, and themes. The sixth grade curriculum reinforces thorough reading by teaching the tools of prior knowledge, mental images, inference, asking questions, and synthesizing information. 

Students participate in literary discussions, guided by both teacher and peers. These discussions, facilitated by Harkness tables, allow for students to explore ideas, to develop analytical skills, and to present persuasive, well-supported arguments. A sixth grade literature student can recognize various literary terms, plot, setting, and characters.

Both expository and creative writing are assigned throughout the year. Students learn to write well-formulated literary paragraphs integrating textual evidence and analysis to support the paragraph’s topic sentence.
 

In sixth grade, students study a Pre-algebra curriculum. Students receive a thorough review of the basic operations (including exponentiation) with whole numbers, fractions, and decimals. Singapore Math strategies for mental math and problem-solving continue to be applied as students use advanced bar models to help decode complicated word problems. Strong emphasis is placed on “why” techniques work in addition to “how” they work. Connections are made among arithmetic, algebra, and geometry. 

One section will focus on the foundations of algebra, with the content and pace designed to build confidence and competence in this vital subject. The other sections will study a more rigorous pre-algebra program. The core curriculum includes an introduction to algebra and geometry. A foundation for algebra is built through the study of variable expressions; integers and equations; inequalities; ratios and proportions; percents and problem-solving with percents; scientific notation; number theory; the coordinate plane; graphing; data analysis; probability and statistics; exponents; rational and irrational numbers. Preparation for geometry includes the study of: angle and line relationships; triangles; polygons; congruence and similarity; perimeter and area of polygons; circumference and area of circles; and the study of three-dimensional figures. Enrichment activities are used to enhance the curriculum and to cultivate student interest in mathematics. The Pre-algebra course uses the textbook, Math Accelerated: A Pre-Algebra Program (Glencoe).

Sixth grade students meet with their music teacher twice a week. The sixth grade curriculum continues the exploration of various musical forms and styles. Part singing, solo work, and proper vocal techniques are refined. Ear training, Solfege, and music theory are a part of each class. Self-confidence in the individual as well as an appreciation for singing as a group are encouraged. Class work also includes a unit of study on the History of Rock and Roll. Public speaking and music performance are emphasized and reinforced with two major music concerts that are performed for the school community. 

The purpose of the program in the fifth through eighth Grade is to involve the student in more highly organized games and activities, emphasizing an expanded understanding of movement. Units are structured so that students will apply previously acquired knowledge and refined motor skills to more specific sport and team activities. Social attitudes such as sportsmanship, good judgment, and self-control are also promoted at this age level. Students are expected to demonstrate a sincere effort to participate, a respect for rules and officials, teamwork and sportsmanship, and an understanding of skills, techniques, concepts and strategies of sport activities. Motor skills and ball skills are further refined to apply to sport activities. The relationship between rules of the game and the restrictions they place upon movement are explained and explored. Physical and motor fitness are emphasized as life-long goals that enhance a student’s health and well-being. Social and emotional concepts that are discussed are the proper attitude toward competition and how it relates to both victory and defeat. Developing a respect for all ability levels, responsibility for the use of equipment and facilities, respecting the rules and the decisions of officials are all points of emphasis.

Fifth grade students participate in a puberty education program. This program includes group discussion, videos, and handouts designed to explain the physical and emotional changes which all boys and girls can expect to undergo during this period of life. The goal is to present puberty in a positive way, demystifying a process that can be puzzling and confusing to youngsters. Parents may preview the materials before they are presented to the students.

In the fifth and sixth grade, sport-related skills, activities, and games may include: cooperative educational games, recreational games, flag football, soccer, basketball, baseball, rhythmic gymnastics, softball, wiffle ball, volleyball, field hockey, team handball, fitness activities, fitness testing, and track and field.

Interscholastic athletics are introduced in the fifth grade for girls’ basketball and in the sixth grade for students who desire a higher level of competition in flag football, basketball, volleyball, and track and field. Teams at the fifth and sixth grade levels have a no-cut policy. All students that have attended practices and complied with team rules are given an opportunity to play in games. Teams practice during class and/or after school. Contests are with other private schools in the area.

In the sixth grade, students attend science class four times per week. The core interactive and digital instructional resource used in this course is the Discovery Education Science Techbook for California Next Generation Science Standards Grades 6-8. Students start the year with an understanding of the engineering and design process through the building of structures. Students work under constraints, such as time and materials, just as real-world engineers experience. The students then study topics that guide them to formulate answers to important scientific concepts by asking questions such as: “How do the materials in and on Earth’s crust change over time? How does the movement of tectonic plates impact the surface of the Earth? How does water influence weather, circulate in oceans, and shape the Earth’s surface? How do human activities affect Earth systems? What are the ways that cells contribute to the function of a living organism? How can energy be transferred from one object or system to another?” Students expand their understanding of these topics through individualized laboratory activities, teacher-led demonstrations, and the use of technology. Students are expected to demonstrate their understanding in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information.

Sixth grade technology instruction takes place once a week in groups of 16 students in the Middle School Design Lab. Students learn to become proficient in using programs such as Pixlr for photo editing, Garageband for audio editing, as well as the storyboard program Pixton, to create original comics. Technology classes allow students to collaborate in groups for project based assignments. Resources, such as Google Drive and Harbor Day email accounts, are used in order to communicate with teachers and classmates. Students are taught how to navigate through such communication tools, including proper email etiquette. As students become proficient in using digital tools, they are better suited at finding resolutions to widespread issues as part of collaborative assignments. Students are assessed on their keyboarding skills four times during the school year, with a year-end goal of reaching 40 words-per-minute.
 

In grades six through eight, the curriculum is geared so that students may confidently enter a high school level II of their target language (Mandarin, Spanish or Latin). All classes meet four days a week to allow more time to achieve greater fluency.

Latin

In Latin 6 students are introduced to Latin via a Roman family from the ancient Roman empire and through them explore daily Roman life and culture. Latin grammar and vocabulary are learned through a combination of Comprehensible Input Reading strategies (TPR, questioning, pre-reading, post-reading activities) as well as more traditional grammar instruction, which includes the use of mnemonic songs, to help students thrive in high schools where a traditional approach still predominate. Students learn to listen, write, speak and read in the Latin language using present tense, adjectives, prepositional phrases, and nouns in three declensions and five cases. Students participate in hands-on projects and go on a field trip to enhance their knowledge of Roman material culture, mythology, and archaeology. Starting this year, students are able to participate in Junior Classical League, a Latin club, and compete at SCRAM, a regional event for middle school and high school students in Southern California. Additionally, every other year students will have the opportunity to enrich their experience by attending a trip to Italy to explore Pompeii and Roman ruins. On this trip, one guardian is required to accompany their student/s.

Mandarin 

This is a one-year beginning Mandarin course designed mainly for students who have the Mandarin 5 experience. It emphasizes basic practical speaking and listening skills, vocabulary, and sentence-writing abilities. Students learn and review pinyin, tones, strokes, and basic characters. To apply and practice these skills, they will read and write sentences, short dialogues, and form paragraphs. The course is enriched with a particular focus on the life of a middle school student, including greetings and self-introductions, family members and structures, different countries and nationalities, cultural etiquette, and cultural links to Chinese history and customs. Throughout the year, students will celebrate various fun Chinese holidays and festivals, attend an annual field trip, and explore the beautiful Chinese culture through paintings, architecture, calligraphies, artifacts, and authentic Chinese food.

Spanish 

The course includes the development of conversational skills, listening comprehension, reading comprehension, and writing skills. Cultural studies are also included. Much of the class is conducted in Spanish in order to reinforce and build listening comprehension and conversational skills. Lessons in pronunciation deal with vowel sounds, the alphabet, accent marks, stress, and sound discrimination. The following categories of vocabulary are taught: greet people, introduce yourself, say where you are from, numbers to one million, say which day it is, express likes and dislikes, describe others, describe clothing, describe family, dates, birthdays, express possession, describe classroom and classroom objects, say how often you do something, discuss obligations, talk about schedules, ask and tell time, ask questions, say where you are going, request food, discuss plans, sequence events, talk about places and people you know, extend invitations, talk on the phone, express feelings, say where you are coming from and what just happened. Grammar studies include: formation of statements and questions, interrogatives, negatives, masculine and feminine nouns and articles, singular and plural, infinitives, subject pronouns, regular (ar/er/ir) verbs, irregular verbs (ser, ir) (estar, tener, hacer, conocer), noun-adjective agreement, position of adjectives, comparatives, and the present progressive tense. The study of Hispanic culture pays special attention to Mexico and Puerto Rico, and includes folklore, food, music, dress, traditions, geography, and history. This is enriched by the use of games, pictures, videos, songs, skits, participation in a pen pal exchange program with students in Spain, and supplemental Spanish-language reading materials.