Grade 6 Objectives

Table of Contents

(Click to go directly to a section)

Language Arts

Reading

Writing

Listening

Speaking

Mathematics

Science

Social Studies

Technology

Health/Growth & Development

Specials

Art

Foreign Language

Instrumental Music

Physical Education

Vocal Music


Reading

Grade 6

Construction of Meaning

 

1.The student continues to learn new reading vocabulary.

  1. I can complete analogies.
  2. I can explain what metaphors and similes are.
  3. I can find metaphors and similes.
  4. I can explain what figurative language is
    • similes
    • metaphors
    • imagery
    • personification
    • alliteration
    • idioms

2. I can identify compound words.

3. I can develop a list of compound words.

4. I can use reference materials when necessary

The student uses cueing systems (context and structural analysis) to construct meaning.

5. I can divide words into syllables.

6. I can recognize prefixes and suffixes and know what they mean.

7. I can separate the prefix or suffix from the base word to determine the meaning of the new word.

8. I can use context clues.

9. I can identify and explain:

The student demonstrates an understanding of narrative text.

10. I can read and summarize a paragraph/story.

11. I can state the lesson or theme of a paragraph/story.

12. I can state the main ideas of a paragraph/story.

13. I can find supporting details of a paragraph/story.

14. I can identify small changes in the setting of a paragraph/story.

15. I can identify small changes in the mood of a paragraph/story.

16. I can tell how the story ends and what happens to the characters.

17. I can explain why a character behaves a certain way.

18. I can describe the personality and the character traits of characters in the story.

19. I can state the cause and effect/result relationships in a paragraph/story.

20. I can figure out the lesson of the story.

21. I can sequence events or ideas from a story/paragraph.

22. I can tell when a statement is a fact or an opinion.

The student demonstrates an understanding of informational text.

23. I can identify the main idea and supporting details.

24. I can read and summarize informational text.

25. I can state the cause and effect/result relationships in informational text.

26. I can tell when a statement is a fact or an opinion.

27. I can sequence events or ideas from informational text.

28. I can form opinions based on the information.

29. I can recognize and use the features of the text to help me learn.

The student uses study skills.

30. I use the following when I read:

31. I use reference materials to obtain information.

32. I have several ways to take notes:

33. I can use the following to help organize information:

Knowledge about reading

When I read narrative (fiction) or informational text I think about what I already know. (I use prior knowledge.)

34. I can predict about the topic before I read.

35. I can recognize a variety of books (genre): biography, fantasy, folk tales, mystery, nonfiction, realistic fiction...

36. I can set my own purpose for reading (for fun, to get information, for school...).

37. I know when I am understanding what I am reading.

38. I understand that reading is a form of communication

39. I understand that reading involves myself, the book, and my purpose for reading.

40. I understand that I need to read at different speeds depending on what I am reading and why I am reading it.

41. I know when I am not understanding what I am reading.

42. I use different strategies to help me understand what I am reading such as rereading, using clues from the text, looking up words, looking at charts and picture clues....

43. I can make predictions and draw conclusions from my reading.

44. I can combine and compare what I read with what I already know (prior knowledge).

45. I use clues in what I am reading to make predictions and/or comparisons.

46. I change my predictions and conclusions as I continue to read the text.

47. I respond to what I read.

48. I relate what I am reading to my own experiences.

49. I make opinions about what I read.

50. I know why the author wrote the selection.

51. I can tell the author's point of view.

Attitudes and self perceptions.

52. I read for fun and/or information

53. I see myself as a good reader.

54. I read different authors, topics, and genres (types of books like fiction, poetry, biography....)

3/1/95


Writing Competencies

Grade 6

Writing is both a way of thinking and communicating, as well as a mode of learning in all curricular areas. It can be a means of self-discovery, of finding out what we believe and know. Writing serves both the public and personal needs of students.

Writing should be taught within the framework of the writing process: prewriting, drafting, revising, proofreading, and publishing. Students should maintain their writing in portfolios or in some kind of collection for the purposes of reporting to parents, "conferencing" with teachers, and determining growth in writing.

Attitudes and Self Perceptions

1. The student views self as a writer.

  1. I choose to write independently.
  2. I can explain that writing serves a purpose.
  3. I share my writing with others.

2. The student evaluates self as a writer.

  1. I evaluate and set goals for improving my narrative writing.
  2. I evaluate and set goals for improving my expository writing.
  3. I read literature and textbooks for improving my writing.

Writing Process

3. The student demonstrates an understanding and applies the stages of the writing process.

  1. I use a variety of prewriting strategies, such as mapping or webbing, visualizing or imagining, discussion, reading and research, interviewing, brainstorming, classifying, or outlining.
  2. I write multiple drafts when preparing materials for a given audience.
  3. I publish completed pieces for a variety of audiences.

4. The student applies and refines writing skills to communicate and express self clearly.

  1. I use homophones, homonyms, antonyms, and synonyms in my writing.
  2. I use a combination of simple and compound sentences in my writing.
  3. When I write paragraphs, I use a topic sentence, supporting details, and a conclusion.
  4. My finished writing has introductory, supporting, and concluding paragraphs.
  5. My writing makes smooth connections between paragraphs.
  6. My writing uses vivid, specific word choices.
  7. I use parts of speech (nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions) correctly in my writing.
  8. I am able to write complex sentences using simple clauses.
  9. I use metaphors, similes, personification, and analogies in my writing.

5. The student applies different forms of written language.

  1. I write for a variety of purposes and in a variety of forms, such as to entertain, share, learn, inform, and respond to literature.
  2. I use narrative/expository, summary, and descriptive paragraphs.
  3. I use multiple drafts in preparing materials for a given audience.

6. The student applies different functions of written language.

a. I proofread for

b. I use commas (letter writing, series, dates, city/state), contractions, possessives, and consistency of tense correctly.


Listening Competencies

Grades 4-6

2/28/95

1. The student actively participates in activities or experiences aimed at enhancing listening skills.

2. The student demonstrates appropriate listening behaviors.

  1. I can look at the speaker.
  2. I can listen without interrupting.
  3. I can listen carefully to the ideas of others.
  4. I can show appropriate respect to the speaker (body language).

3. The student begins to develop critical listening behavior.

  1. I can evaluate information I hear.
  2. I can ask questions to gain understanding.
  3. I can tell the difference between fact and opinion.
  4. I can tell when and how the speaker is trying to influence me.
  5. I can identify different reasons for listening.

4. The student listens for narrative elements in a story and uses these elements to aid comprehension.

  1. I listen for and identify story elements.
  2. I can connect what I am hearing to what I already know.

5. The student listens for informational text structure.

  1. I can listen for and identify main idea.
  2. I can listen for and identify details that support the main idea.
  3. I can listen for and identify
    • cause and effect
    • similarities and differences
    • sequence
    • description.

6. The student responds accurately to oral language.

  1. I can follow directions with more than one step.
  2. I can answer to spoken clues by speaking, writing, or drawing.
  3. I can connect what I am hearing to what I already know.


Speaking Competencies

Grades 5-6

1. I can communicate (speak) with a variety of people (peers, adults, younger children) in a variety of situations (home, school, play).

  1. I demonstrate confidence when speaking.
  2. I participate in individual and group discussions by contributing ideas, taking turns, encouraging others, etc.
  3. I can demonstrate the ability to compromise.
  4. I can demonstrate the ability to accept disagreements.

2. I can respond appropriately in different speaking situations.

  1. I can demonstrate the difference between speaking in conversations and speaking in presentations.
  2. I can ask or answer pertinent questions appropriate to the topic. (I don't skip to other non-related topics.)

3. I can use different forms of speaking depending on my topic and audience.

  1. I can verbally summarize and put information into my own words.
  2. I can verbally persuade people to see my point of view.
  3. I can use retelling, storytelling, drama, and other techniques to verbally share different types of information.

4. I can plan and organize my information to give a good oral presentation.

  1. I can use sequencing, comparing, story structures, or contrasting to organize my presentation.
  2. I can use visuals (maps, charts, pictures...) and/or demonstrations to help my audience understand my presentation.
  3. I can use introductions, closings, questions, or comparisons (metaphors, similes) to help my audience understand my presentation.

5. I can speak clearly and get my point across.

  1. I can speak in complex sentences and thoughts using words such as although, during, while, if, since....
  2. I can use expression, clear pronunciation, and change my volume and rate of speaking to help the listener understand my message.
  3. I can use body language when needed in my presentation.

2/28/95


Mathematics Objectives

Grade 6

1601

Round whole numbers to the millions place.

1602

Estimate sums and differences of 3-digit numbers.

1603

Add or subtract using mental arithmetic.

1604

Estimate up to 3 digit by 3 digit multiplication.

1605

To mentally multiply one by two digit numbers.

1606

Work problem solving exercises involving multiplication and division with or without a calculator.

1607

Find the quotient of 3-digit dividend and 2 digit divisor using problem solving.

1608

Find the greatest common factor given 2 and 3 digit numbers.

1609

Find least common multiple given I and 2 digit numerals.

1610

Demonstrate the meaning of fractions and mixed numerals with models and practical situations.

1611

Reduce proper and improper fractions to the lowest terms.

1612

Find equivalent fractions and mixed number/fraction equivalents for improper fractions.

1613

Compare and order fractions and mixed numerals through the processes of conceptualization and computation.

1614

Mentally add and subtract like fractions and mixed numerals.

1615

Add and subtract fractions and mixed numerals with unlike denominators with and without renaming.

1616

Work problem solving exercises involving addition and subtraction of fractions and mixed numerals with like denominators.

1617

Divide using fractions.

1618

Work problem solving exercises using multiplication of fractions.

1619

Demonstrate the meaning of decimals using models and practical situations.

1620

Round decimals to hundredths place.

1621

Compare and order decimals through theprocess of problem solving.

1622

Add and subtract decimals through the processes of estimation.

1623

Find the sum or difference of two decimals to the hundredths place.

1624

Work problem solving exercise involving addition and subtraction of decimals with a calculator. Use numbers which contain more digits than those used for paper/pencil or mental computations.

1625

Mentally multiply and divide decimals and whole numbers with powers of ten.

1626

To estimate products and quotients.

1627

Multiply using decimals. Up to 1 digit by 3 digit or 2 digits by 2 digits.

1628

Divide using decimals. Up to 1 digit by 3 digits or 2 digits by 2 digits.

1629

Solve word problems involving ratio and percent.

1630

Write and compare equivalent percent, decimal, or fraction.

1631

To read various scales such as rulers and protractors.

1632

Work problem solving exercises involving perimeter, area, and time.

1633

Conceptualize radius, diameter, circumference, and area of circle.

1634

Identify perpendicular, parallel, intersecting lines and planes.

1635

Locate and name points on a plane including integers.

1636

To read, interpret, determine, use and describe statistics in problem solving (range, frequency).

1637

To solve problems represented physically, pictorially, symbolically or verbally.

1638

Convert 1 and 2 step word problems to equations.

1639

To read and interpret bar, line, circle, and pictographs in problem solving exercises.

1640

To apply the distributive property to problem solving situations.

1641

To interpret and compare integers in familiar situations.

1642

Write numbers in exponential and standard form.

1643

Use logical reasoning with 2 or 3 attributes, classifying as sets, with numerical or geometric shapes.

1644

To perform appropriate calculation using memory function and order of operation sequence with a calculator.

 


Science Objectives

Grade 6

C7(I) Generate scientific questions about the world, based on observation.

CO(M) Design and conduct simple investigations.

C10(M) Use measurement devices to provide consistency in an investigation.

Cl l(I) Use sources of information to help solve problems.

C12(I) Write and follow procedures in the form of step-by-step instructions, recipes, formulas, flow diagrams and sketches.

R6(M) Evaluate the strengths and weaknesses of claims, arguments, or data.

R7(M) Describe limitations in personal knowledge.

R8(M) Show how common themes of science, mathematics, and technology apply in selected real world contexts.

R9(M) Describe the benefits and risks of new technologies or patterns of human activity.

R10(M) Recognize the contributions made in science by cultures and individuals of diverse backgrounds.

LC2(M) Describe similarities differences between single-celled and multicellular organisms.

LC3(M) Explain why specialized cells are needed by plants and animals.

LC4(I) Explain how cells use food as a source of energy.

L06(M) Compare and classify organisms into major groups on the basis of their structure.

L07(M) Describe the life cycle of a flowering plant.

L08(I) Describe evidence that plants make and store food.

LOB(M) Explain how selected systems and processes work together in plants and animals.

LH2(VM) Describe how the characteristics of living things are passed through generations.

I LH3(VM) Describe how heredity and environment may influence/determine characteristics of an organism.

LE3(I) Describe how biologists might trace possible evolutionary relationships among present and past life forms.

LEC7(I) Predict the effects of changes in one population in a food web on other populations.

LEC8(I) Describe how all organisms in an ecosystem acquire energy directly or indirectly from sunlight.

LEC11 (M) Describe ways in which humans alter the environment.

LEC 12(M) Explain how humans use and benefit from plant and animal materials.

PME10(I) Classify substances as elements, compounds, or mixtures.

PMEl l(I) Describe matter as consisting of extremely small particles (atoms) which bond to form molecules.

PME12(I) Describe the arrangement and motion of molecules in solids, liquids, and gases.

PME13(M) Describe energy and the many common forms it takes (mechanical, heat, light, sound, electrical . . .

PME14(M) Describe how common forms of energy can be converted, one to another.

PME15(M) Describe electron flow in simple electrical circuits.

PME16(M) Use electric currents to create magnetic fields.

PCM5(I) Describe common chemical changes in terms of properties of reactants and products.

PCM6(I) Distinguish between physical and chemical changes in natural and technological systems.

PCM7(I) Describe how waste products accumulating from natural and technological activity create pollution.

PCM8(I) Explain physical changes in terms of the arrangement and motion of atoms and molecules.

PM06(M) Describe the forces exerted by magnets, electrically charged objects, and gravity.


Social Studies Framework

Grade 6

Theme: The World Past and Present/East and West

GOAL 1- HISTORICAL PERSPECTIVE: Students will use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to form their civic judgments.

Standard/Competency 1.1- Time and Chronology: In order to sequence events in time, in order to examine relationships to explain cause and effect, the student will:

Standard/Competency 1.2- Comprehending the Past: In order to understand historical narratives and identify characters involved, describe the setting (location), and sequence events, the student will:

Standard/Competency 1.3 - Analyze/Interpret the Past: In order to reconstruct the past and compare interpretations written or related by others from a variety of historical perspectives and create narratives from factual information, the student will:

Theme: The World Past and Present/East and West

Standard/Competency 1.4 - Judging Decisions from the Past: In order to evaluate key decisions made at critical turning points in history by assessing their ethical implications and long term consequences, the student will:

GOAL 2 - GEOGRAPHIC PERSPECTIVE: Students will use knowledge of spatial patterns on earth to understand processes that shape human environments, and to make decisions about society.

Standard/Competency 2.1 - People/Places/Culture: In order to describe, compare, and explain the locations and characteristics of places, cultures, and human environments or settlements, the student will:

Standard/Competency 2.2 - Human Environment Interaction: In order to describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, and environmental impact, the student will:

Theme: The World Past and PresentlEast and West

Standard/Competency 2.4 - Regions / Patterns / Processes: In order to describe and compare characteristics of the ecosystem, state, region, country, community, world regions, and patterns and explain the processes that created the, the student will:

Standard/Competency 2.5 - Global Issues / Events: In order to describe and explain the causes, consequences and geographic context of major global issues and events, the student will:

GOAL 3 - CIVIC PERSPECTIVE: Students will use knowledge of American government and politics to make informal decisions about governing their communities.

Standard/Competency 3.4 - American Government / World Affairs: In order to demonstrate an understanding of how the world is organized politically, the process by which American foreign policy is formulated, and the roles the United States plays in the international arena, the student will:

Theme: The World Past and Present/East and West

GOAL 4 - ECONOMIC PERSPECTIVE: Students will use knowledge of the production, distribution, and consumption of goods and services to make personal and societal decisions about the use of scarce resources.

GOAL 5 - INQUIRY: Students will use methods of social science investigation to answer questions about society.

Standard/Competency 5.1- Information Processing: In order to acquire information from books, maps, newspapers, data sets and other sources; organize and present the information in maps, graphs, charts, and time liens; interpret the meaning and sign)ficance of information; and use a variety of electronic technologies to assist in accessing and managing information, the student will:

Standard/Competency 5.2 - Conducting Investigations: In order to conduct investigations by formulating a clear statement of question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results, and making use of appropriate technology, the student will:

Theme: The World Past and Present/East and West

GOAL 6 - PUBLIC DISCOURSE/DECISION MAKING: Students will analyze public issues and construct and express thoughtful positions on these issues.

Standard/Competency 6.1 - Identifying / Analyzing Issues: In order to state an issue clearly as a question of policy; trace the origins of the issue; analyze the various perspectives people bring to the issue; identify the subordinate ethical, definitional, and factual issues that must be settled in order to resolve the policy issue; and evaluate the advantages and disadvantages of decisions from different points of view, the student will:

GOAL 7 - CITIZEN INVOLVEMENT: Students will act constructively to further the public good.


Technology

Grades 5 & 6

8/31/94

I can:

1. access information from appropriate sources.

2. synthesize, analyze and summarize appropriate information.

3. select and apply appropriate technologies for use in problem solving.

4. activate various types of technology appropriate to the course of study.

5. complete an individual or group assignment using technology.

6. use proper ethics and etiquette in the use of technology.

7. Word Process and use data bases at an appropriate level.

8. work with spread sheets at an appropriate level.

9. design, develop and produce multimedia projects.

10. use technology to monitor progress toward mastery of outcomes.


Health/Growth & Development

Grade 6

Growth and Development: I can:

describe two problems related to the circulatory system.

discuss the composition of blood and the function of cells.

describe the organization and the interrelationships of the human body systems.

describe how the functions and main structural parts of the circulatory system relate.

describe the function, location, and structure of a heart by performing a dissection or using another visual method.

Human Growth & Development Unit: I can:

identify characteristics of the physiological stages of the female and male reproductive system. describe the stags of the fertilization process.

utilize correct terminology as it applies to the reproductive system.

describe diseases which can impair the reproductive system.

relate knowledge of the reproductive system to appropriate decision making.

identify potential social and physical problems of AIDS and HIV in society.

Growth and Development & Family Life and Health: I can:

define the elements of the reproductive system

recognize and identify the physical and emotional changes of puberty.

Nutrition: I can:

demonstrate choices regarding food choices and good nutrition

Disease Prevention and Control: I can:

describe two social issues related to HIV infection and AIDS.*

describe the most effective form of protection from HIV.*

discuss the importance of prevendon of communicable diseases such as AIDS/HIV.

Substance Use and Abuse: I can:

relate the effects of drugs, alcohol, and tobacco on the circulatory system.

* Provides conceptual foundation for understanding AIDS/HIV prevention in later years. 8/31/94

Art

Grade 6

7/25/95

Skills in Making Art

I can:

use art materials and tools in a safe and responsible manner.

demonstrate skills with tools.

demonstrate the ability to use various media in making art, i.e., watercolor and dry brush; wire armature for sculpture; blending and color shading.

draw human figures and animals from direct observation.

draw still objects, plants, and landscapes from observation.

use drawing techniques such as varied line, texture, cross hatching, shading, etc., as part of a completed art work to show directed light.

use perspective and proportion to show distance and size relationships.

use a variety of materials to create texture and appearance of texture.

mix colors to achieve controlled color intensity and value.

Knowledge of Arts Concepts

I can:

describe several techniques of establishing distance and scale, i.e., overlapping, shading, change of size, vanishing point for parallel lines.

describe the use of perspective to create illusion depth. discuss the meaning of the word original.

Skills in Creating Art to Express Individual Ideas and Feelings

I can:

be objective and critical of one's own work.

be able to change approach for a more desired effect. find satisfaction in one's own art work.

show an understanding of the idea to be expressed and the choices open during its development.

use and select a variety of materials to create art that express and communicate ideas, experiences, feelings and emotions.

use a variety of resources and experiences to express an idea for an art work.

Skills in Evaluating, Judging and Appreciating Art

I can:

use previously learned art vocabulary and concepts to interpret and understand other art works, both student works and works of recognized artists.

discuss criteria for judging your own art product.

Foreign Language

Grade 6

Listening Skills: I can:

follow simple directions (commands)

demonstrate understanding of concrete words, simple phrases, and sentences.

demonstrate understanding of simple questions.

Speaking Skills: I can:

ask simple information questions.

express feelings using simple phrases about health and/or mood. name items belonging to given categories.

Reading Skills: I can:

read aloud simple conversations containing familiar vocabulary.

match the written word to a concrete object or its visual representation.

demonstrate understanding of sound symbol correspondence by pronouncing simple, unfamiliar words.

Writing Skills: I can:

copy written words, phrases, and sentences.

write simple words, phrases and sentences on structured writing assignments.

Knowledge: I can:

identify on a map one or more countries where the target language is spoken.

identify geographical features of those countries.

demonstrate an awareness of major holidays and special dates in the target culture.

demonstrate an awareness of the daily life of the target culture.

8/31/94

Instrumental Music

Grade 6

Instrumental Skills

demonstrate proper assembly, care, and simple maintenance of instrument including brass slide and valve lubricating, and woodwind care of reed

demonstrate proper posture for woodwinds and brass, proper stance for percussion

demonstrate the correct playing position including arms, hands, feet, and fingers

demonstrate an acceptable embouchure, articulation, breathing, and breath control, percussion wrist and fine motor control, mallet alterations*

play with an acceptable tone which is characteristic of the instrument and appropriate for the level of development

demonstrate a knowledge of the extended fingerings and basic alternative fingerings required to play the material used, including accidentals; percussion: demonstrate mallet accuracy, keyboard roll, and multiple bounce* demonstrate melodies and rhythms

demonstrate basic techniques on the instrument to the degree of accuracy appropriate for the level of development

percussion players will demonstrate good stickhand position and proper sticking patterns appropriate for the level of development.

demonstrate a knowledge of the whole and half step pattern in a Major Scale.

demonstrate the following concert scales: G, C, G, Bb, Eb, Ab, and Chromatic.

percussion players will demonstrate the following rudiments: single tap, flam, flam tap, and long roll*

demonstrate an understanding of the following basic concepts of musical notation including: staff, clef signs, note names, lines and spaces, breath mark, sold, tutti, single and double bar lines, repeat signs, measure repeat signs, multiple measure rests, tie, slur, first and second endings, D.C. al Fine, D.S. al Fine, pickup notes, fermata, sharp, flat, natural, syncopation, chromatics, accelerando, glissando, and ritart (rit.)

demonstrate the ability to play simple songs from written notation including the basic symbols and rhythmic combinations in the following key signatures: C, F, Bb, Eb, Ab, Major.

associate the following corresponding enharmonic tones: C# and Db, D# and Eb, F# and Gb, G# and Ab, A# and Bb.

Reading Skills

identify the basic musical symbols as listed in the Instrumental Skills

demonstrate a knowledge of basic rhythmic notation including: whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes, and corresponding rests, by naming and playing them on an instrument.

demonstrate the ability to recognize the letter name and correct fingering of the basic notes, new notes, and basic alternative fingerings in the clef sign of their instrument.

demonstrate writing, counting, clapping or playing of rhythmic patterns including: whole, half, dotted half, quarter, dotted quarter, eighth, dotted eighth, and sixteenth notes.

demonstrate the ability to play simple rhythmic combinations with a steady beat.

demonstrate on an instrument the ability to play simple rhythmic combinations of the notes and rests listed above with a steady pulse.

demonstrate a knowledge of time signatures and the ability to play music and place bar lines in 2/4, 3/4, 4/4, C, 6/8 time signatures.

demonstrate the ability to play simple songs from written notation including the basic symbols and rhythmic combinations in the following concert key signatures: C, F, Bb, Eb, Ab Major.

Rehearsal Ensemble Skills

demonstrate the ability to read, finger, and play music from notation

demonstrate self-discipline and independence in playing an instrument

demonstrate a participation in the group responsibility as a member

demonstrate a sense of responsibility by bringing an instrument, materials, and music to class for each lesson

demonstrate the ability to identify and follow the basic conducting gestures: downbeat, cut off, 214, 314, 414, C, 6/8 time.

demonstrate a preparation of ensemble material by practicing an instrument regularly

demonstrate an understanding of proper performance and audience etiquette at concerts and school assemblies both as a performer and as an audience participant.

perform developmentally appropriate individual and ensemble selections

listen attentively to group members, and live or recorded music performances

demonstrate a positive attitude towards playing an instrument

Expressive Skills

demonstrate the ability to play unison music in a group setting

define, recognize and demonstrate the following articulations with the appropriate attack and release: slurring, tonguing, accent, legato, and staccato. demonstrate simple phrasing on an instrument

as a percussion player, demonstrate the proper striking action on the keyboard, snare drum, bass drum, cymbals, triangle, wood block, moraccas, and tambourine.

demonstrate the ability to play simple multipart tunes in a group sefflng.

define, recognize and demonstrate varying tempos: Andante, Moderato, Allegro, Largo, Vivace, Presto, Allegretto, and Maestoso.

define, recognize and demonstrate forte (f) and piano (p), mezzo fone (mf), mezzo piano (mp), fortissimo (ff), pianissimo (pp), crescendo (<), decrescendo (>), and diminuendo (dim).

recognize the elements of melody and background and play with proper balance in their regard.

demonstrate the ability to play at sight a simple song/etude appropriate for the level of development using STARS method.

Literature

listen to quality performances

play on an instrument a variety of songs selected from folk, classic and popular literature including the music of Tallis, Cohan, Elgar, Bizet, Souse, Strauss, and Gliere.

play on an instrument music from Europe, Asia, Australia, Africa, Latin America, and Japan

Historical Multicultural

music is a part of lifetime experiences in all cultures music conveys messages and communicated ideas

music is a universal language which crosses historical, geographical and political boundaries

music fosters a respect for traditions and innovations

composers and performers are artists creating or expressing their ideas through music

music is a reflection of the nature of the culture, historical period, or social context from which it comes.

Physical Education

Grade 6

Psychomotor

The student will demonstrate tbe ability to:

gallop in time to an uneven beat which is accelerating/decelerating, gallop with a right foot lead, change direction and gallop on a left foot lead, and gallop in time to an uneven beat which is slow/fast while varying the time, force and use of space.

to run and lap over three knee height obstacles placed a five yard intervals and land on three randomly designated places at various heights and distances, e.g., floor, box or step, while varying the time, force and use of space.

to skip in time to an uneven beat which is accelerating/decelerating, skip overt a prescribed four directional change course, skip in time to an uneven beat which is slow/fast varying the time, force and use of space.

to slide to an uneven beat which is accelerating/decelerating, slide to an uneven beat which is slow/fast while varying the time, force and use of space.

to jump vertically (from a standing position) while varying the time, force and use of space.

Object Control Skills

to bounce a ball with low bounces (below knee) with each hand while varying the time, force and use of space while moving around two obstacles as illustrated: (a) at a slow to moderate running speed without losing control of the ball, (b) changes to outside hand on each turn.

to catch a variety of objects varying in force and direction.

to run and kick a variety of objects while varying the force and direction.

to throw a variety of objects while varying the force and direction. to punt a variety of objects.

to execute a backhand strike on a variety of moving objects with appropriate implements.

to strike a variety of moving objects on either side, with the appropriate implement.

Body Management Skills

locate and verbally explain the function of the following body parts: heart, lungs, various joints. demonstrate the ability to perform a cartwheel.

demonstrate the ability to perform a backward fall while standing or moving.

Physical Fitness:

demonstrate the ability to perform a sit-up.

demonstrate the ability to do a vertical jump.

demonstrate the ability to do a horizontal jump.

Cognitive Affective

develop a unique style and sequence of movements expressing a general theme, i.e., write the general theme to be expressed in movement, select the appropriate music and props to support the theme, plan a variety of movements in sequence which uses a large portion of the available space, and rehearse and perform the movement sequence.

choose to participate in two or more activities: select and sign up, participate in 90% of the selected activities, work to improve her/his level of performance

demonstrate appropriate behavior involving: cooperation, competition, and companionship.

Leisure Skills: Soccer

kick a stationary ball (In-step Kick).

dribble a soccer ball.

foot trap the ball.

single leg trap the ball.

participate using the skills listed at the qualitative level: dribble, pass (in-step kick), foot trap, and participate in compliance with the following rules-procedures: arm balls, trapping, and body contact.

Leisure Skills: Basketball

stay between the opponent and the basket (Guarding).

dribble to a cone and back with the dominant hand while maintaining a slow run (Dribble).

pass a basketball (Chess Pass).

perform a lay-up with the dominant hand (Layup).

shoot a basketball (Set Shot).

participate using the one hand set shot at the qualitative level and participate in compliance with the rules of the game (Lead-up).

participate in compliance with the rules and strategies of the game using the skills listed at the qualitative level: one had set shot, dribbling, lay-up shot, chess pass, and defensive positioning (Modified game).

Vocal Music

Grade 6

I. Skills for Performing

1. Reproduce (extended) rhythmic or melodic phrases.

2. Conduct a 4-beat metric pattern.

3. Demonstrate fundamentals of tone production: focused tone, constant tone throughout range.

4. Demonstrate fundamentals of breathing process: staggered breathing, posture, increase in breath capacity.

5. Demonstrate fundamentals of diction: additional vowel sounds, diphthongs, more cliffficult consonant combinations.

6.Demonstrate independent part singing in two or three parts.

7.Perform the chromatic scale.

8.Sing songs interpreting allegro, moderato, and andante tempos.

II. Knowledge for Musical Symbols. and vocabulary

1. Visually and aurally identify note values for:

2. Read and clap or play rhythmic patterns based on these symbols:

3. Indicating the meaning of compound meters:

4. Identify half and whole steps.

5. Recognize the order of half and whole steps in the major scales.

6. Identify a scale which moves only by half steps as a chromatic.

7. Identify the grand staff.

8. Visually identify the lines and spaces of the bass clef staff.

9. Indicate the function and letter names of ledger lines notes.

III. Skills in Listening and Analysis.

1. Identify vocal and instrumental combinations (soprano, alto, tenor, bass voices, vocal and instrumental ensembles).

2. Aurally and visually identify an ascending or descending passage as chromatic.

3. Aurally identify chords as major or minor.

4. Aurally and visually identify texture in music (melody alone, melody with accompaniment, two or more independent melodies).

5. Aurally and visually identify formal structure in songs (AB, ABA forms; introductions, interludes, coda).

6. To be aware of musical-dramatic works

7. Identify a rondo form.

8. Identify theme and variation form.

IV. Skills in Interpretation, Expression and Appreciation.

1. Understand relationship of terms and symbols to expressive qualities in music: allegro, moderato, andante.

2. Create and perform music in specific forms such as rondo or theme and variations.

3. Create and perform introduction, interlude, and coda to a familiar song.

4. To be aware of lives and music of great composers (Bach, Handel, Haydn).

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