Curriculum | Middle School | St. Anne's Episcopal | Denver

The “Human Journey” theme in 6th-grade Social Studies is also explored in 6th-grade English class.

6th-grade English uses a variety of pedagogical approaches to teach and explore literature and writing. Some of those approaches are:

• Shared Inquiry
• Readers Workshop
• Thinking Strategies
• Robust approaches to writing using a CER model (Claim/Evidence/Reasoning)
• The 6-traits rubric for assessment

In writing, the students begin with a short, well-written paragraph and expand that to a multi-paragraph essay.

Regarding reading texts, the students explore a variety of texts that are assigned as well as self-selected. 6th-grade students will read every day in class, whether with their assigned or self-selected reading. Students are also exposed to vocabulary and grammar skills daily.

The units of study in English class align well with our Social Studies themes so that students can see the connections between these disciplines.

At the end of the year, students work on a capstone project that allows them to work on a multi-genre project and human issues that matter to them. The capstone project includes a written element and a presentation encompassing their multi-genre research.

The 6th-grade students finish their year exploring what it means to be human by writing letters to their 8th-grade selves.

Topics Covered:

• Number Properties and Operations
• Exponents and Scientific Notation
• Ratios and Proportions
• Geometry
• Statistics and Probability

6th-grade math is a full exploration of basic mathematical concepts. Teachers employ a variety of strategies aimed at different learning modalities, including kinesthetic, visual, oral, and aural. Students collaborate on a daily basis in solving simple and complex problems.

The curriculum is traditional and is based on the McDougal-Littell textbook series written by Larson et al. However, most assignments come from other resources, including IXL, math puzzles, and tailored worksheets. Interactive competitive games are often played to reinforce skills.

Students engage in projects that require higher-order thinking skills and collaboration. An example of this is the volume project, where groups collaborate to create dioramas out of three-dimensional solids. Students learn not only about calculating volume, but also how solids are used to make tasks easier for differently-abled individuals.

Students explore how mathematics is used and misused in the real world. They learn how graphs can be interpreted and misinterpreted, and that this can lead to the marginalization of individuals and groups.

In the third trimester, students explore geometry, including one-, two-, and three-dimensional figures. They calculate volume and surface areas of solids by learning how to break down those solids into unit cubes and nets, respectively.

Topics Covered:

• Single Variable Expressions, Equations, and Inequalities
• Exponents and Scientific Notation
• Ratios and Proportions
• Financial Literacy
• Statistics and Probability

Pre-Algebra is a full exploration of basic mathematical concepts with variables. Teachers employ a variety of strategies aimed at different learning modalities, including kinesthetic, visual, oral, and aural. Students collaborate on a daily basis in solving simple and complex problems.

The curriculum is traditional and is based on the McDougal-Littell textbook series written by Larson et al. However, most assignments come from other resources, including IXL, math puzzles, and tailored worksheets. Interactive competitive games are often played to reinforce skills.

Students engage in projects that require higher-order thinking skills and collaboration. An example of this is the investment project, where groups collaborate to invest the maximum allowable Individual Retirement Account (IRA) amount over a hypothetical working life of 40 years. Students not only learn about compounding and the time-value of money, but also key financial concepts such as wealth, risk, and inflation.

Students also explore how mathematics is used and misused in the real world. They learn how graphs can be interpreted and misinterpreted, and that this can lead to the marginalization of individuals and groups.

In the third trimester, students explore geometry, including one-, two-, and three-dimensional figures. They calculate volume and surface areas of solids by learning how to break down those solids into unit cubes and nets, respectively.

Social Studies for the Future: Exploring Humanity and Building Tomorrow

In 6th-grade social studies, we explore the grand story of everything! We begin with the Big Bang and journey through the formation of stars and planets, all the way to the emergence of life and the evolution of humans.

Students investigate how humans developed language and formed civilizations, starting with hunter-gatherers and then moving to farmers and the development of cities. This course has students thinking like a social scientist, exploring how humans organize themselves in society and how we interact with the environment.

The course dives into some big questions:

• What does it mean to be human?
• Where do we fit in the vast universe?
• And where do we want to go in the future?

We trace the development of agriculture, explore early democracies, and learn about the Industrial Revolution and its impact. We examine how the world has become more complex with each passing age, and how we’re now living in the Information Age, with a focus on the future of our cities and our planet.

We focus on building skills such as organizing, planning, research, and active learning. Along the way, students become better readers, writers, and researchers. They learn how to analyze information, develop their own ideas, and support claims with evidence. They demonstrate the ability to locate, analyze, evaluate, synthesize, and cite research materials.

The course encourages design and lateral thinking, as well as imagination. This is more than just a social studies class; it's an opportunity to understand the world around us and discover one’s place in it!

6th-grade science is an integration of physical, life, and earth sciences. The cornerstone of our science courses is the many hands-on, minds-on labs, activities, and projects held in small groups in our well-equipped science classrooms.

Students learn how to incorporate scientific thinking in both inquiry-based learning and traditional lectures. Assessments are given on a regular basis and include:

• Written tests/quizzes
• Online tests/quizzes
• In-class and virtual labs
• Projects

Units of study in 6th-grade science include:

• Natural selection
• History of the earth and plate tectonics
• Forces and electricity
• Space

At St. Anne’s, we want our language students to feel confident communicating in an all-Spanish or all-French environment (target-language environment) and to become lifelong language enthusiasts. To achieve this, we strive to create a high-interest, supportive classroom environment in which students acquire the language (as opposed to simply learning about the language).

We want students to:

• Take ownership of their learning
• Show their understanding
• Use Spanish/French for authentic communication
• Be curious and globally minded about people and cultures
• Feel secure enough to take risks

Students are immersed in an environment that maximizes language acquisition. Instead of self-contained lessons on vocabulary topics, students hear words and functional language in naturally occurring, personalized contexts.

For example, instead of teaching a unit about numbers and colors, students hear and use numbers and colors in real target-language conversation. When we talk about the calendar and the week ahead, we ask:

Does someone have a birthday this month? When is it?

Over time, students learn the numbers and the colors, but in the context of authentic communication.

6th Grade Religion Curriculum: Christianity, Episcopal Tradition, and People of Faith
In 6th grade religion, students begin the year with a review of Christianity’s history and the content of the Bible before diving into a deeper exploration of the Anglican Tradition and the Episcopal Church. The focus is on understanding the origins of the Church, the Book of Common Prayer, hymnals, and prominent Anglicans.

Following this foundational study, students expand their focus to include the lives of significant people of faith whose actions and beliefs were central to their missions. These figures include:

• Jesus of Nazareth (Christian)
• Dorothy Day (Christian)
• Dietrich Bonhoeffer (Christian)
• Mother Teresa (Christian)
• Oscar Romero (Christian)
• Martin Luther King Jr. (Christian)
• Rabbi Abraham Joshua Heschel (Jewish)
• Siddhartha the Buddha (Buddhist)
• Mahatma Gandhi (Hindu)
• Prophet Muhammad (Muslim)

As students learn about these influential individuals, the concept of "mission" is emphasized. The course explores what it means to live a life of faith, service, and purpose, and what is necessary to fulfill one’s mission in the world.

The culminating project for the year involves students researching a contemporary person or project that engages with religion or faith in action. They work in groups and reflect on their own mission, considering how they can contribute to social change and spiritual practice in their own lives.

By the end of 6th grade, students will:

• Have a general understanding of the Episcopal Church and Christian faith.
• Be able to connect social change to religious and spiritual practice.
• Have explored the five world religions and their major figures.
• Begin to reflect on the type of person they would like to become, considering their own mission in life.

This course encourages students to think critically about their faith, how it can influence the world, and the ways in which they can contribute to a greater good.

Students are given opportunities to participate in activities that encourage fitness, sportsmanship, and the development of leadership.

• They learn about biomechanical principles that apply to the development of movement skills.
• Students are taught how to identify and describe the risks and safety factors associated with regular physical activity.
• They are presented with challenging experiences that allow them to transfer and apply these principles to individual, dual, and team sports, as well as fitness endeavors.

The core focus of physical education is to foster an appreciation for the value of being physically educated. By doing so, students are encouraged to make informed choices in their future to remain active and fit throughout their lives.