Creating

Create personally satisfying artwork using a variety of artistic processes and materials.

6.1

An ELL can . . .
construct meaning from oral presentations and literary and informational text through grade- appropriate listening, reading, and viewing. (A proficient student’s work will demonstrate a wide range of strategies to: determine central ideas or themes in oral presentations or written text, explain how the central ideas/themes are developed by supporting ideas or evidence, and summarize a text.)

6.2

An ELL can…
participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. (A proficient student’s work will demonstrate a wide range of strategies to: participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues, build on the ideas of others, express their own ideas clearly, pose and respond to relevant questions, add relevant and specific evidence, summarize the key ideas, and reflect on the key ideas expressed.) 

6.3

An ELL can . . .
speak and write about grade-appropriate complex literary and informational texts and topics. (A proficient student’s work will demonstrate a wide range of strategies to: deliver oral presentations, compose written narratives or informational texts, and develop texts with relevant details, ideas, or information about a variety of texts, topics, and experiences.)

6.4

An ELL can . . .
construct grade-appropriate oral and written claims and support them with reasoning and evidence.(A proficient student’s work will demonstrate a wide range of strategies to: construct a claim about a variety of topics, introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement.)

6.5

An ELL can . . .
conduct research and evaluate and communicate findings to answer questions or solve problems. (A proficient student’s work will demonstrate a wide range of strategies to: gather information from multiple print and digital sources, use search terms effectively, (at Grade 8) evaluate the credibility of each source, quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate; cite sources, and use a standard format for citations.) 

6.9

An ELL can . . .
create clear and coherent grade-appropriate speech and text. (A proficient student’s work will demonstrate a wide range of strategies to: recount a complex sequence of events or steps in a process, with a beginning, middle, and end; introduce and effectively develop an informational topic with facts and details, use a wide variety of transitional words and phrases to show logical relationships between events and ideas, and  provide a concluding section.)

1.2 Self-Understanding

Students with gifts and talents demonstrate an understanding of how they learn and recognize the influences of their identities, cultures, beliefs, traditions, and values on their learning and behavior. (6th & 7th Grades)

1.6 Cognitive Growth and Career Development

Students with gifts and talents identify future career goals that match their interests and strengths. Students determine resources needed to meet those goals (e.g., supplemental educational opportunities, mentors, financial support). (8th Grade)

3.5 Instructional Strategies  

Students with gifts and talents become independent investigators. (6th - 8th Grades)

4.2 Social Competence

Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions. (6th - 8th Grades)

4.3 Responsibility and Leadership

Students with gifts and talents demonstrate personal and social responsibility. (6th - 8th Grades)

6.1 Health Promotion & Disease Prevention

1.5.5 Describe when it is important to seek health care.

6.2 Factors That Influence Health Behaviors & Practices

2.5.2 Identify the influence of culture on health practices and behaviors.

2.5.6 Describe ways that technology can influence personal health.

6.3 Information Products & Services

3.5.2 Locate resources from home, school, and community that provide valid health information.

6.4 Interpersonal Communication

4.5.2 Demonstrate refusal skills that avoid or reduce health risks. 

6.8 Health Advocacy

4.5.2 Demonstrate refusal skills that avoid or reduce health risks. 

Reading Standards for Literature 

(Key Ideas and Details) Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. (RL.6.3)

Reading Standards for Informational Text

(Key Ideas and Details) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.6.1)

(Integration of Knowledge and Ideas) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI.6.8)

(Integration of Knowledge and Ideas) Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). (RI.6.9)

Writing Standards

(Text Types and Purposes) Write arguments to support claims with clear reasons and relevant evidence. (W.6.1)

(Text Types and Purposes) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W.6.2)

(Text Types and Purposes) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (W.6.3)

Language Standards

(Vocabulary Acquisition and Use) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (L.6.6)

Speaking and Listening Standards

(Presentation of Knowledge and Ideas) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.6.4)

Information and Inquiry

Apply a strategy to evaluate the reliability of print and digital texts.

Create a works cited page utilizing a standard format.

Future Readiness

Interact with others online to demonstrate a positive digital identity.

Lifelong Learners

Explore and respond to texts with both familiar and unfamiliar perspectives.

• Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." (6.RP.A.2)
   
• Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
  Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
  Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
  Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
  Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. (6.RP.A.3) 
   
• Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? (6.NS.A.1) 
   
• Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (6.NS.C.5)
   
• Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
  Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
  Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
  Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. (6.NS.C.6)
   
• Understand ordering and absolute value of rational numbers.
  Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
  Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °C.
  Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
  Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. (6.NS.C.7)
   
• Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. (6.NS.C.8)
   
• Write, read, and evaluate expressions in which letters stand for numbers.
  Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5 – y.
  Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
  Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s³ and A = 6 s² to find the volume and surface area of a cube with sides of length s = 1/2. (6.EE.A.2) 
   
• Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (6.EE.B.6)
   
• Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. (6.EE.B.7)
   
• Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. (6.EE.C.9) 
   
• Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. (6.G.A.4)
   
• Summarize numerical data sets in relation to their context, such as by:
  • Reporting the number of observations.
  • Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
  • Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
  • Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. (6.SP.B.5)
     

Understands and practices the concepts of good sportsmanship

Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback

Follows most complex movements patterns and lead up sports skills

Opens and closes space during small-sided game play by combining locomotor movements with movement concepts

Participates in fitness activities and assessments

Participates in a variety of aerobic fitness activities, lifetime recreational sports, outdoor pursuits, and/or dance activities and describes how being physically active leads to a healthy body

Actively participates in activities as directed

Cooperates with a small group of classmates during adventure activities, game play or team building activities

Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance

 

MS-ESS3 Earth and Human Activity (PPD 1)

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ESS2 Earth’s Systems (PPD 2)

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-PS1 Matter and Its Interactions (PPD 1)

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

MS-PS1 Matter and Its Interactions (PPD 2)

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-LS1 From Molecules to Organisms: Structures and Processes (PPD 2)

MS-LS1-3. Use argument supported by evidence for how the body is a system of interaction subsystems composed of groups and cells.

MS-ETS3 Engineering Design

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

World Regions and Cultures

Inquiry - SS.6.5. (PPD 1)

With teacher direction, identify evidence that draws information from multiple perspective and sources to support claims, noting evidentiary limitations

Inquiry - SS.6.12. (PPD 2)

Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities

Behavioral Science- SS.6.13

Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems.

Economics - SS.6.15. 

Distinguish how varying economic systems impact a nation and its citizens

Geography - SS.6.17. 

Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affects the life of the people who live there.

History - SS.6.21. 

Explain how and why perspectives of people have changed throughout different historical eras.

Self Awareness

Recognize and communicate one's emotions to others in a healthy way.

Express positive beliefs in one's ability to achieve and contribute.

Self Management

Identify stressors that result in physical or emotional responses.

Adapt for and overcome obstacles by demonstrating perseverance.

Create, monitor, adapt, and evaluate goals to achieve success in school and life.

Manage materials, space, time and responsibilities effectively.

Social Awareness

Identify and interpret social cues for how others feel and respond constructively.

Demonstrate an awareness and appreciation of differences and respect for human dignity.

Identify strategies to improve the community.

Relationship Skills

Recognize impact of cell phone/tablet or other electronic forms on social interactions.

Analyze social situations and environments, including social media, and respond in ways that build/sustain relationships.

Demonstrate advocacy skills for self and others when necessary.

Responsible Decision-Making

Define characteristics of safe and unsafe situations, including online safety.

Identify when peer pressure, social, and/or cultural norms affect decision making.

Examine how personal emotional states contribute to or detract from the ability to problem solve.

Schoolwide Expectations

Refer to school specific schoolwide PBIS Expectations