IMPORTANT THINGS TO KNOW

• The school website and Dr. Ramos' ParentSquare posts or notifications are the best way to keep up to date with important dates and school happenings.
• Items delivered by parents (lunches, books, etc.) will be kept in the office. Students will NOT be called by the office to pick up items during their class time. It is the student’s responsibility to check the Message Board for their items.
• Wednesdays are early dismissal. Students are released at 12:44 pm.
• Phones & airpods/headphones are prohibited for use during school hours and must be kept OFF or on Airplane mode and in their backpack - refer to the Electronic Device Policy.
• There is a student phone in the office that can be used  to contact parents/guardians.
• Classroom time will not be interrupted during the school day for anything other than emergencies or students leaving.
•  ParentSquare -Make sure your account is set up and active as all communication is sent via this platform.
• Ordering food via DoorDash for delivery to students is prohibited.
• Students that are tardy, leaving for the day/an appointment, or coming back from an appointment must come through the Attendance Office to receive a permit to leave or tardy slip.
• Classroom or lunchtime birthday treats & balloons are not allowed and will not be delivered from the office.
• Skateboards, instruments & big items cannot be stored in the office.
• Chromebooks must be fully charged and brought to school daily.
• Textbooks issued to students are kept at home unless instructed by individual teachers.
• Students are prohibited from selling anything on campus per the Student Handbook.
• Absences are to be called in everyday the student is out of school.
• (925)682-8000 ext 5307
• Parent Square
• Emailing the attendance secretary at humannc@mdusd.org

SIXTH GRADE REQUIRED COURSES

 

LANGUAGE & LITERATURE 6

This course provides skill development in the communication skills of reading, writing, speaking, and listening. The course includes the study of literature incorporated with developing all communication skills. Work in preparing for the mandated testing in reading and writing is included.

Purpose: To continue to develop reading, writing, speaking, listening, and thinking skills.  Students will study significant literature and develop language arts skills in these three content areas.  An individual student will be expected to meet district and state standards for academic achievement.

Activities: Students will read significant literature in a variety of genres.  Each student will analyze literature, specifically focusing on relevance to the student's life. Each student will write for a variety of purposes and audiences. Teachers will integrate activities with content areas of study.

 

INDIVIDUALS & SOCIETIES

This course presents the development of early humans and the origins and history of Western and non-Western civilizations to the fifth century CE. Students will understand the concepts of civilization and culture through investigating artifacts, archeology, geography, the humanities, personal history, and community building. Consideration will be given to emerging relationships among and between ancient cultures and civilizations and several individual civilizations' distinct compositions and characteristics. Students will develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. 

Purpose: To provide a learning experience in geography, history, anthropology, sociology, religion, economics, and aesthetic citizenship/government.  The study follows the Common Core Standards, which include the following ancient civilizations: Prehistoric Times, Mesopotamia, Kush, Egypt, Greece, India, China, and Rome.

To learn about and gain awareness of historical events, both past and present, and understand the students’ importance in history and to integrate learning with the outside world.

Activities: Lessons are designed to improve student skills and teach new skills needed to read and write for various purposes.  Various approaches to learning include map and graph reading, historical studies, examining current events, and integrating technology.  Students will develop study skill techniques appropriate to content areas to enhance learning.

 

MATHEMATICS 6

This course is aligned with the California Common Core State Standards for 6th-grade mathematics. The emphasis is on (1) connecting ratios and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of the division of fractions and extending the notation of numbers to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. Students develop the ability to communicate, understand, and critique mathematical reasoning through problem-solving using higher-order thinking skills. Students will continue to develop their use of the eight mathematical practices in their learning process: (1) Make sense of problems and persevere in solving them; (2) Reason abstractly and quantitatively; (3) Construct viable arguments and critique the reasoning of others; (4) Model with Mathematics; (5) Use appropriate tools strategically; (6) Attend to precision; (7) Look for and make use of structure; (8) Look for and express regularity in repeated reasoning.  

Purpose: To learn fundamental concepts of addition, subtraction, multiplication, division, whole numbers, integers, decimals, and fractions through the strands of mathematics:  number sense, geometry, algebra and functions, measurement, logic, probability, and statistics, continued review and emphasis on basics. Problem-solving strategies, computational skills, and understanding of concepts will be emphasized.

 

INTERDISCIPLINARY LEARNING 6

The major emphasis in Science 6 is on Earth science, integrating life and physical science. Content includes major ideas relevant to energy in the earth’s systems:

• Earth Science: Students will demonstrate their intricate knowledge of how the sun drives the water cycle to create weather and climate.

• Life Science: Students will learn about the structure and function of cells and body systems and apply this knowledge to concepts of genetics and reproduction.

• Physical Science: Regarding energy, students will explain the connections among particles, temperature, mass, and density. 

 

SPANISH FOR SPANISH SPEAKERS IA

Spanish for Spanish Speakers is a language arts course in which students improve their language skills in listening and speaking and concentrate on expanding the skills of reading and writing proficiency. Students expand these skills while exploring a variety of themes and topics. They begin recognizing cultural similarities and differences and appreciate Spanish-speaking peoples' contributions. It is a course in which students improve their vocabulary, grammar, and spelling and concentrate on developing reading and writing proficiency. Students will be expected to speak entirely in Spanish during class.  Much of the cultural content is represented in the literature, study of music, class projects, and the sharing of personal experiences. 

 

ACCELERATED SPANISH 6

This course will provide Spanish language skill development in reading, writing, speaking, and listening in Spanish. Students will read Spanish historical fiction, personal narratives (fiction and nonfiction), biographies, poetry, dramas, allegories, realistic fiction, informational and persuasive articles, and expository texts in Spanish. Students will learn Spanish vocabulary words, reading comprehension strategies, and Spanish language grammar and spelling rules. Students will produce Spanish-language narratives, arguments, and informational and expository writings (including research reports). 

This Spanish language reading, writing, speaking, and listening skill development will occur in units organized around overarching questions such as “How can changes transform how we look at the world?” “What can we gain from reading about past civilizations?” “What does it take to accomplish a goal?” “How do people meet challenges and solve problems?” “How can discoveries open new possibilities?” and “When is it important to take action?”Instruction will be delivered in Spanish, and student work will be completed in Spanish. 

 

PHYSICAL & HEALTH EDUCATION 6

This course allows students to learn through a developmentally appropriate, comprehensive, sequentially planned physical education program aligned with the Physical Education Model Content Standards for California Public Schools. In sixth grade, the content standards emphasize working cooperatively to achieve a common goal. The focus of this course is the development of movement skill combinations and movement skill knowledge; the assessment and maintenance of physical fitness to improve health; and the application of psychological and sociological concepts, including self-responsibility, positive social interaction, and group dynamics, in the learning and performance of physical activity. 

Activity units include physical fitness, cooperative activities, throwing and catching skills, volleying skills, racket skills, dribbling skills, and various rhythm and mat activities. In addition, students will be aware of various careers within the physical fitness industry. 

Purpose: To develop interest and proficiency in movement skills essential to lifelong participation in physical activity.  Students will develop and maintain the highest possible physical fitness and wellness to meet physical performance demands during work, play, and emergencies.  Teachers will work with students surrounding the fundamentals of movement through sequential motor skills development.

• Students will develop appropriate social behavior by working independently and with others during planned activities.  They will continue to develop a positive self-image and strive toward self-realization through planned physical activities.

• Students will achieve the highest level of physical performance by setting realistic personal goals and applying all available knowledge, movement experiences, and personal resources.

• Units include basketball, volleyball, football, soccer, softball, track and field, dance, movement exploration, physical fitness, aerobic exercise to music, hockey, lacrosse, shuffleboard, tennis and paddle tennis, and wrestling.

• Students will participate in weekly cardiovascular tests and complete state-mandated physical fitness testing by the end of the second semester. 

 

SIXTH GRADE ELECTIVES

 

Music Theory I

This course provides an understanding of the basic elements of music theory (written and aural skills) to continue studies at the advanced intermediate levels by learning to read and notate music.  Listening to, analyzing, evaluating, performing, creating, and responding to music are the fundamental music processes in which humans engage.  Students learn by singing, playing instruments, and creating music, enabling them to acquire musical skills and knowledge that can be developed throughout their foundational studies.

 

Vocal Music I

Chorus is a course for students in grades 6. Students will learn proper vocal techniques and rehearse and perform choral music of different styles, cultures, and periods. Performances for school, community, and music festivals are an important part of the program. This class is designed for all students with or without previous experience in music and can prepare students for more advanced classes. Students must participate in the following performances and understand this is a one-year commitment: Winter Concert, Spring Concert, and performances at scheduled festivals.

 

BAND/CADET

6th-grade students with no prior experience are welcome. 6th grade students with experience on a band instrument (woodwind, brass, percussion) are encouraged to continue playing in this beginning-level ensemble. Students will receive instrumental instruction and develop music literacy, overall musicianship skills, and a sense of responsibility to a performing ensemble. Students perform in at least three concerts throughout the year. Band instruments include Flute, Clarinet, Bass Clarinet, Saxophone, Trumpet, Trombone, French Horn, Baritone Horn, Bass Guitar, and Percussion. Playing and performing with a musical ensemble is an amazing experience that helps build self-esteem, confidence, and pride in accomplishment.

 

Beginning Band provides the opportunity for interested students to begin playing one of the following band instruments: flute, clarinet, saxophone, trumpet, trombone, or baritone horn. Students in the Beginning Band will be provided instruction with their newly chosen instrument.  It is highly suggested that students provide their instruments. 

 

BAND/STRINGS ENSEMBLE

6th-grade students with no prior experience are welcome. 6th grade students with experience on an orchestra instrument (violin, viola, cello, bass) are encouraged to continue playing in this beginning-level ensemble. Students will receive instrumental instruction and develop music literacy, overall musicianship skills, and a sense of responsibility to a performing ensemble. Students perform in at least three concerts throughout the year. Playing and performing with a musical ensemble is an amazing experience that helps build self-esteem, confidence, and pride in accomplishment. 

BAND/CONCERT

7th grade course (6th grade with teacher recommendation) The Concert Band is open to woodwind, brass, and percussion students with one to two years of playing experience.  The student will continue to build upon skills acquired in the Cadet Band and again be exposed to various musical styles in the Band repertoire.  Performances will be scheduled during the school year. 

 

AVID (6th grade only)

Advancement Via Individual Determination (AVID) is a rigorous semester-long academic elective course that prepares motivated students for high school and college success.  In class, students participate in various activities focused on academic growth and success in all subjects.  These include team-building, collaborative, and skill-building activities and study groups.  Specifically, students focus on growth in reading, writing, organization, note-taking, inquiry, collaboration, presentation, and study skills. 

 

OTHER OFFERINGS (ALL GRADES)

INTERVENTION AND SPECIAL EDUCATION SERVICES

 

The Mt. Diablo School District recognizes that the traditional school setting is not appropriate for all students.  Consequently, the district offers an array of alternatives for those youngsters whose needs are better met in small groups, with more individualized attention, or through contact with various adults.  The district recognizes that some students are self-motivated and prefer to work independently.  Others require monitoring and a highly structured situation.  Our school provides the following programs for students with special needs and needing academic intervention.

 

ENGLISH LANGUAGE INTERVENTION

These courses enhance students’ self-confidence and promote English language proficiency for personal, social, and educational purposes. A special emphasis is placed on developing each student’s academic English proficiency. 

Placement is based upon ELPAC scores, length of time classified as an English Language Learner (ELL), and recommendation from the district English Language Development office.  

 

ELD: English Language Development: This class is leveled 1-4 for students in the United States for approximately 5 years or fewer.

 

ALD: English Learner Academic Language Development: This class is for long-term English Learners (LTEL) who have not yet met the reclassification requirements and continue to struggle academically.

 

SPECIAL EDUCATION

Only Individual Education Plan (IEP) students may be in the following classes.

 

Academic Success: This course is designed to support Special Education students in their grade-level standards. It provides academic support to improve a student’s academic performance. The course also addresses English, math, science, and history literacy skills. Teachers pre-teach and review concepts and help students develop study and organization skills. Academic Success is offered to students in place of one elective class to support them in regular education classes.  Placement in these classes is based on the student’s IEP and will affect elective selections.

 

Full-Time Special Education: Students in this program require special instruction most of their day.  Placement in these classes is based on the student’s IEP and will affect elective selections.

 

Part-Time Special Education: Students in this program attend general education classes for most of the school day.  Placement in Special Education support classes is based on the student’s IEP and will affect elective selections.

 

ONLINE COURSE REQUESTS

 

HomeLink Parent and Student Portal Online Course Requests: Instructions

 

1. Sign in to the HomeLink Parent or Student Portal at www.mdusd.org/homelink