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Humanities Sixth Grade

Humanities Sixth Grade. Ms. McJ ( McClary-Jeffryes ) 2019-2020.

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Humanities Sixth Grade

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  1. Humanities Sixth Grade Ms. McJ(McClary-Jeffryes) 2019-2020

  2. Humanities can be described as thestudy of how people live,process and document the human experience. Philosophy, literature, religion, art, music, history, geography and language all help us to understand and record our world.Humanities at WMS is based upon the Social Studies and English Language Arts content standards in the state of Hawaii.

  3. NOW MORE THAN EVER, students need the intellectual power to:1. Recognize societal problems; ask good questionsand develop robust investigations into them; 2. Consider possible solutions and consequences;3. Separate evidence-based claims from opinions; and communicate and act upon what they learn;4. And most importantly, they must have the commitment to repeat that process as long as is necessary.

  4. Student Directed Learning Environment • Our class room is defined by its student directed & led learning environment. • The students take ownership of their learning by: Setting SMART goals Fully engaging in the instructional delivery Building INQUIRY into their learning outcomes Giving full attention to the process of intellectual labor Acting as a self-advocate and stakeholder Managing class time and deadlines Producing a quality outcome demonstrating learning Reflecting upon their learning experience Mastering the learning outcomes in order to move on

  5. Literacy and Social Studies Have Always Worked Together The Environment and Early River Civilizations: Human Beginnings to 600 BCE • Was it inevitable that Homo sapiens would survive and thrive? • Did civilization shape the environment, or did the environment shape civilization? Classical Eastern and Western Civilizations: 600 BCE–600 CE • Must all empires fall? • What innovations of classical civilizations are most valuable to us now?

  6. Literacy and Social Studies Have Always Worked Together The Environment and Early River Civilizations: Human Beginnings to 600 BCE • Was it inevitable that Homo sapiens would survive and thrive? • Did civilization shape the environment, or did the environment shape civilization? Classical Eastern and Western Civilizations: 600 BCE–600 CE • Must all empires fall? • What innovations of classical civilizations are most valuable to us now?

  7. Literacy and Social Studies Have Always Worked Together Encounters and Exchanges: 600 CE–1450 CE • Is conquest unjust? • Do the benefits of encounters and exchanges outweigh their costs? Mesoamerican Empires: Pre–1500 • How do Mesoamerican cultures still influence us today? • What do great cultures have in common? Renewal in Europe: 1300 CE–1500 CE • How did the Black Death change the world? • Does the Renaissance still matter?

  8. English Language Arts • Emphasis on information and non-fiction texts and student-generated written products • Emphasis on vocabulary development • Reading and writing genres this year include: • Narrative Fiction, Historical Fiction, Non-Fiction Texts, News Articles, and Novels such as autobiographies and biographies, Poetry, Journalism • WRITER’S WORKSHOP, REGULAR AND CONSISTENT CONFERENCING, ON-LINE READING SUPPORT TOOLS, SKILLS WORKSHOPS AND MINI-LECTURES, PUBLIC SPEAKING, PHILOSOPHICAL CHAIR, NOVEL STUDIES, WRITER’S CRAFT ACTIVITIES

  9. LANGUAGE ARTS OUTCOMES BY THE END OF 1ST QUARTER STUDENTS SHOULD BE ABLE TO: • Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • Determine the meaning of words and phrases as they are used in a text, including figurative and implied meanings; analyze the impact of a specific word choice on meaning and tone. • Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

  10. SOCIAL EMOTIONAL WELL-BEING A broader definition of student success includes recognizing the value of non-academic concepts and “whole child” issues. We have a responsibility to help students develop crucial life skills that go beyond academics. Students who have unmet emotional needs often do not possess the social skills necessary to thrive in school settings. Children and young adolescents are not self-programming beings. They require our support, modeling, and input to be socially and emotionally healthy.

  11. WE ALL NEED A GROWTH MINDSET

  12. RESTORATIVE PRACTICES Restorative Justice is built on values like community, empathy and responsibility; it asks students and teachers to strengthen connections and heal rifts by sitting meeting in circles and allowing each participant to speak about how a given incident affected him or her. 

  13. ASSESSMENT AND GRADING • Standards-based refers to systems of instruction, assessment, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education. Learning standards are concise, written descriptions of what students are expected to know and be able to do at a specific stage in their learning.

  14. ASSESSMENT AND GRADING • I tell students that we don’t work for grades: we work for knowledge, skill, and understanding. Grades reflect these outcomes. • I do not average grades. I take formative and summative assessments that allow me to know your learner’s current level of understanding. My final and important record is when your student does reach mastery and at what level.

  15. INSIDER HACKS STUDENT: REVIEW AND REREAD THE INSTRUCTIONS AFTER WE GO OVER THEM – MANY TIMES. PARENT: CHECK YOUR LEARNER’S PLANNER AND TEACHER EASE ACCOUNT EVERY WEEK. STUDENT: USE ALL AVAILABLE RESOURCES IN OUR CLASS: GOOGLE CLASSROOM, PEERS, ON LINE RESOURCES, TEXTS, AND TEACHER. PARENT: SPEAK POSITIVELY ABOUT YOUR OWN EDUCATIONAL EXPERIENCES. STUDENT: BE TRUTHFUL. OWN YOUR ACTIONS SO WE CAN REALLY SOLVE PROBLEMS. TEACHER/STUDENT/PARENT: SHOW RESPECT. CELEBRATE.

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