Special Subjects Sixth Grade

Eurythmy

In grade six the children learn more complicated geometrical movements, such as the triangle and square transitions that strengthen orientation, abstract thinking abilities and confidence. In this time of rapid growth and change, the children experience themselves as being out of balance. We therefore work on rhythmical and symmetric exercises that bring the experience of balance. In speech eurythmy, the child’s soul life is enriched and deepened through poems that have a dramatic element and content. In tone eurythmy we experience the intervals, specifically the octave. We continue with concentration, listening and alliteration exercises, do intervals with choreographies, and jump, hop and skip a lot. In sixth grade, being precise and correct in all activities is very important.

Movement – Muscle

As we move into the middle school realm, the theme becomes something more substantial - that of muscle. The students wish to pit their strength against one another and to further develop a consciousness of rules by which to play. This mirrors strongly the main lesson work on Roman law. More formal, earthbound exercise technique is demonstrated with a theme of uprightness through rod exercises and an introduction to rod-fencing. Students work on skills of running, courage, speed, strength, sprints, throwing and catching in games of frisbee, American football, basketball and softball.

A sense of boundaries and of personal space is developed and brought to consciousness through games such as 4 country fight and capture the flag, and in movement exercises, gymnastics and acrobatics and archery. Circus arts continue and orienteering begins. The Spacial Dynamics exercise of the Archer permeates the year.

Handwork

Sixth grade handwork class is devoted to knitting a pair of socks, which draws students’ attention into their feet and helps them incarnate more fully into their bodies. The sock pattern has eight very different steps: cuff, ankle/foot, heel flap, heel turn, adding stitches and redistributing them, heel decrease and toe decrease. The students must focus on their work, carefully following the pattern and avoiding mistakes (the proper number of stitches is critical). They must also work steadily to finish this project in the school year. The final test is to make the second sock match the first in size and to have them fit.

Gardening

In sixth grade the children’s physical bodies are developed enough to properly use tools for hard work. Their intellect has matured and developed as well; they are now ready to study gardening as a vocation. In the fall we study soil fertility and structure and learn to prepare beds using the French Intensive gardening technique of double digging and amending the soil. The students learn to sharpen and maintain pruning and digging tools and to propagate plants using such techniques as seed sewing, division and cuttings. In the winter we study pruning. We prune the rose bushes, fruit trees and the willow tree, using the willow wands to make baskets. This 10-week basket-making project continues through the spring.

Math

In sixth grade math, classroom decorum receives heavy emphasis: we take time to practice listening to each other, waiting to be called on, being prepared for the lesson and creating solid habits that are the foundation for our continued math studies. Even so, math class is joyous and at times exciting. We review and deepen our understanding of basic number theory, including divisibility, factors, multiples, greatest common factors, least common multiples and prime and composite numbers, computations with fractions and decimals, becoming more fluid in the four basic operations, converting from fractions to decimals and back, mixed numbers, rewriting in simplest form, comparing numbers, rounding decimals, estimating, reducing fractions, place value, repeating decimals and calculating fractions. We move on to a solid introduction of percents, their meanings and applications including simple interest, discount and tax as well as converting from fractions and decimals to percents. Students who are more facile with these topics receive extra lessons in probability. We explore estimation, culminating in hosting an estimation faire for the fifth grade. Problem-solving strategies are emphasized throughout the year and topics presented in math blocks from main lesson are woven into our practice periods. The students begin the creation of their math flippers, which will house a review of all topics. Weekly exercises include mental math and KRYPTO solving. We culminate the year by taking a practice standardized test.

Music

The music program mirrors the sixth grade history curriculum. As students study medieval history in main lesson, they learn in music class about the origins and impact of musical notation by studying the biography of Guido D’Arezzo, reading medieval neumes and singing Gregorian chants. They then compose and improvise music using medieval modes.

The recorder became a popular instrument in this period, and we expand our ensemble to include tenor, alto and bass recorders. We experience playing different parts in a group and adding harmonic complexity.

To complement the physics acoustics block we study timbre, intensity, pitch, standing waves and harmonics culminating in a field trip to Tinkers’ workshop to make instruments with recycled “junk”.

Spanish

Every class begins with a variety of warming-up exercises for listening and speaking. The teacher recapitulates the previous class and then introduces the new material. The students discover and weave into the lessons the wealth of proverbs and idiomatic phrases of the Spanish language. In reading and listening activities, the emphasis is on individual pronunciation, intonation, rhythm and cadence. At this grade level, students’ thinking faculty awakens and imitation practice declines. This calls for enriching reading materials that meet the students’ growing individuality and support main lesson topics. In reading practice, the teacher reads the story aloud first, the group then reads it together without the teacher, and finally individual students read portions of the story. Oral questions and summaries follow.

In speaking practice, the main task is to keep the language “alive” by creating situations that allow the students to carry on simple and complete dialogues with the teacher and with classmates. The movement part of the class is shorter than in the lower grades, to expand the time for practical use of the language. When the students have demonstrated fluency in basic dialogues, they expand their language experience by visiting a local restaurant and bank.

Writing in student journals is in three stages (first, revised and final drafts), with the teacher closely guiding each stage. Students begin dictionary work to consolidate their foundation in the language.

Solid teaching and creative home assignments go hand in hand for middle school language learning, especially when students have less than three hours of instruction per week. Homework assignments for sixth grade not only reaffirm what was discussed in class but also aim toward individual exploration and increased motivation and preparation.