Grade Six Instructional Units

This is a unit on understanding and finding percents for grade 6 mathematics. The unit focuses on teaching students skills for finding percents along with developing strong number sense in order to understand the concepts behind percents. Students are asked to consider their prior knowledge about percents in order to develop a conceptual understanding in the beginning of the unit. Towards the end of the unit, they understand what percents mean and they can accurately apply the skill of finding percents to real world situations.

This is a unit on understanding and finding percents for grade 6 mathematics. The unit focuses on teaching students skills for finding percents along with developing strong number sense in order to understand the concepts behind percents. Students are asked to consider their prior knowledge about percents in order to develop a conceptual understanding in the beginning of the unit. Towards the end of the unit, they understand what percents mean and they can accurately apply the skill of finding percents to real world situations.

This is a unit on understanding and finding percents for grade 6 mathematics. The unit focuses on teaching students skills for finding percents along with developing strong number sense in order to understand the concepts behind percents. Students are asked to consider their prior knowledge about percents in order to develop a conceptual understanding in the beginning of the unit. Towards the end of the unit, they understand what percents mean and they can accurately apply the skill of finding percents to real world situations.

This is a unit on understanding and finding percents for grade 6 mathematics. The unit focuses on teaching students skills for finding percents along with developing strong number sense in order to understand the concepts behind percents. Students are asked to consider their prior knowledge about percents in order to develop a conceptual understanding in the beginning of the unit. Towards the end of the unit, they understand what percents mean and they can accurately apply the skill of finding percents to real world situations.

The focal point of this comprehensive, sixth grade English Language Arts unit is non-fiction. The non-fiction unit includes: expository non-fiction passages, magazine article, biography, persuasive essay, documentary, and memoir. The unit commences with an introduction into non-fiction and the components of non-fiction, moves into a non-fiction article, biography, and concludes with a memoir. The content, formative, and summative assessments are derived from McDougal Littell’s Literature anthology, the novel Warriors Don’t Cry by Melba Pattillo Beals, and various other sources including the internet.

The focal point of this comprehensive, sixth grade English Language Arts unit is non-fiction. The non-fiction unit includes: expository non-fiction passages, magazine article, biography, persuasive essay, documentary, and memoir. The unit commences with an introduction into non-fiction and the components of non-fiction, moves into a non-fiction article, biography, and concludes with a memoir. The content, formative, and summative assessments are derived from McDougal Littell’s Literature anthology, the novel Warriors Don’t Cry by Melba Pattillo Beals, and various other sources including the internet.

The focal point of this comprehensive, sixth grade English Language Arts unit is non-fiction. The non-fiction unit includes: expository non-fiction passages, magazine article, biography, persuasive essay, documentary, and memoir. The unit commences with an introduction into non-fiction and the components of non-fiction, moves into a non-fiction article, biography, and concludes with a memoir. The content, formative, and summative assessments are derived from McDougal Littell’s Literature anthology, the novel Warriors Don’t Cry by Melba Pattillo Beals, and various other sources including the internet.

This unit is called Ratios and Proportions. Teachers at BCSE developed the unit using the Pearson’s Prentice Hall Course 1 Mathematics 6th grade curriculum. Students extended their study of ratios and proportions and improved their number sense through real world applications such as manipulating recipes. They furthered their exploration into the relationship between fractions, decimals and percent, through computation and estimation.

This unit is called Ratios and Proportions. Teachers at BCSE developed the unit using the Pearson’s Prentice Hall Course 1 Mathematics 6th grade curriculum. Students extended their study of ratios and proportions and improved their number sense through real world applications such as manipulating recipes. They furthered their exploration into the relationship between fractions, decimals and percent, through computation and estimation.

This unit is called Ratios and Proportions. Teachers at BCSE developed the unit using the Pearson’s Prentice Hall Course 1 Mathematics 6th grade curriculum. Students extended their study of ratios and proportions and improved their number sense through real world applications such as manipulating recipes. They furthered their exploration into the relationship between fractions, decimals and percent, through computation and estimation.

This unit of study is focused on Ancient Egypt. The geography, early settlement patterns, pharaohs, daily life in Ancient Egypt, and the social scientists who study these aspects are all included within the unit. The content and formal assessments are derived from the History Alive! The Ancient World curriculum. Various internet sources, as well as other media sources comprise the unit. The course content and instruction was conveyed through note taking outlines, teacher-produced presentations, student jigsaw presentations, dramatizations, and projects. In addition to formal assessments, students also emulated archaeologists and worked cooperatively to produce documentaries on the social classes in ancient Egypt.

This unit of study is focused on Ancient Egypt. The geography, early settlement patterns, pharaohs, daily life in Ancient Egypt, and the social scientists who study these aspects are all included within the unit. The content and formal assessments are derived from the History Alive! The Ancient World curriculum. Various internet sources, as well as other media sources comprise the unit. The course content and instruction was conveyed through note taking outlines, teacher-produced presentations, student jigsaw presentations, dramatizations, and projects. In addition to formal assessments, students also emulated archaeologists and worked cooperatively to produce documentaries on the social classes in ancient Egypt.

This unit of study is focused on Ancient Egypt. The geography, early settlement patterns, pharaohs, daily life in Ancient Egypt, and the social scientists who study these aspects are all included within the unit. The content and formal assessments are derived from the History Alive! The Ancient World curriculum. Various internet sources, as well as other media sources comprise the unit. The course content and instruction was conveyed through note taking outlines, teacher-produced presentations, student jigsaw presentations, dramatizations, and projects. In addition to formal assessments, students also emulated archaeologists and worked cooperatively to produce documentaries on the social classes in ancient Egypt.

For many students, poetry is a mystery. Students often remark that reading poetry feels like staring at a locked box; the lines and stanzas act as barriers sealing in meanings that seem too difficult to free. The primary purpose of this unit was to find methods through which students might “unlock” poetry, freeing the mood, tone, and themes behind the lyrical language. Throughout this four-week genre study, students learned to identify various types of figurative language, using both musical songs and printed poems as sources. Students then learned to analyze the ways in which poetic devices affect the mood, tone, and theme of a poem, “unlocking” its messages.

For many students, poetry is a mystery. Students often remark that reading poetry feels like staring at a locked box; the lines and stanzas act as barriers sealing in meanings that seem too difficult to free. The primary purpose of this unit was to find methods through which students might “unlock” poetry, freeing the mood, tone, and themes behind the lyrical language. Throughout this four-week genre study, students learned to identify various types of figurative language, using both musical songs and printed poems as sources. Students then learned to analyze the ways in which poetic devices affect the mood, tone, and theme of a poem, “unlocking” its messages.

For many students, poetry is a mystery. Students often remark that reading poetry feels like staring at a locked box; the lines and stanzas act as barriers sealing in meanings that seem too difficult to free. The primary purpose of this unit was to find methods through which students might “unlock” poetry, freeing the mood, tone, and themes behind the lyrical language. Throughout this four-week genre study, students learned to identify various types of figurative language, using both musical songs and printed poems as sources. Students then learned to analyze the ways in which poetic devices affect the mood, tone, and theme of a poem, “unlocking” its messages.