SIXTH GRADE CLASS SYLLABUS

Teachers :
● Ms. Sotero ssotero@vistacharterps.org
● Mrs. McKahan ​amckahan@vistacharterps.org
● Mr. Lugo ​dlugo@vistacharterps.org
● Ms. Weston ​kweston@vistacharterps.org

Vista Charter Public Schools Core Values:

These values are central to our mission and the continual development of our school culture:
• Unwavering belief in all students’ potential
• Passion for excellence
• Personal responsibility
• Respect for others and community
• All stakeholders are critical in the education process

Mission Statement:
The mission of Vista Charter Public Schools is to create a learning environment that allows students to
have power in developing their identity within personal, interpersonal and educational realms. We provide
a quality education for all students, by creating a learning community that involves students in their
development of the knowledge, skills, attitude, behaviors, aspirations, and beliefs needed to be successful
academically and possess life long learning skills.
Vision Statement:
Vista students have power in the establishment of their identities. They create the vision of who they are,
the path they choose in life, and the reason they have chosen it. They are critical constructors of
knowledge in an ever changing and interconnected society. Their learning and development is constructed
and fostered in an environment that focuses upon individual strengths, needs and desires through a
differentiated approach.
Essential Three
1. Be Respectful
2. Be Responsible
3. Be Resilient

COURSE EXPECTATIONS

Grading Policy​:
Students at Vista Charter Public Schools are graded based on how well they are able to demonstrate
mastery of simple and complex concepts/ideas as identified in content standards taught in the course. The
following performance scale will guide teacher evaluation of student mastery of state academic content
standards.

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 Level of Rubric Letter Student Performance Grading Criteria
Understanding Score Grade
4 I can make inferences and Students in this category can demonstrate advanced
Exceeding the Score A+ applications that demonstrate understanding of the concepts and ideas taught in
Standard advanced understanding of the class. This means that students are able to master
4.0 (97%-10 simple and complex concepts and ideas of the
(Advanced) 0%) standards I learned in class.
standards assessed. Students must demonstrate the
ability to make inferences and draw conclusions to
support an opinion using textual evidence. At this
level, students are able to clearly reach the level of
rigor of the standard.
3 A I understand ​both​ the simple Students in this category can demonstrate proficient
Meeting the Score (90%-96 and the complex ideas and understanding of the concepts and ideas taught in
Standard %) concepts of the standards I class. This means students are able to master simple
3.0 concepts and ideas and majority of complex
(Proficient) learned in class at a proficient
concepts and ideas of the standards assessed.
level. Students are able to meet the level of level of rigor
B With minimal support, I can required by the standard.
(80%-89 understand the simple and
%) complex ideas; and concepts
of the standards I learned in
class.
C With support, I can understand
(70%-79 the simple and complex ideas;
%) and concepts of the standards I
learned in class.
2 I understand the simple ideas Students in this category can demonstrate
Nearly meeting Score D and concepts of the standards I developing understanding of the concepts and ideas
the standard learned in class at a basic taught in class. This means that students are able to
2.0 (60% - master the simple concepts of the standards assessed
(Basic) 69%) level.
but not the complex concepts assessed..
1 I have a ​very limited Students in this category can demonstrate some
Not meeting the Score F understanding ​ of the simple understanding of simple concepts and ideas of the
standard ideas and concepts of the standards assessed. Generally, students have not
1.0 (59%-50 demonstrated independent mastery of simple
(Below Basic) %) standards I learned in class.
concepts and ideas and need substantial help from
the teacher to reach the level of rigor required by the
standard.

Students will be graded based on mastery of classwork and assessments administered in a given course. ​All
classwork must be completed as assigned​ as it is intended to support what students learn in class and will
contribute toward their final grade. Each week, students will take ​at least one​ ​formative assessment​ designed to
monitor progress of content standards learned that week. Formative assessment grades will be updated on Power
School each week. At the end of each quarter, students will be expected to complete a ​summative assessment​.
During the quarter, students will engage in a ​Performance Task​ to demonstrate their knowledge of the standard.
Both, the formative assessment and summative assessment scores will be used to determine a student’s final grades
as defined on the performance scale at the end of each semester.

Final grades are determined as follows:

Performance Tasks 30%
Formative Assessments 30%
Benchmark Assessments 30%
Classwork 10%
_______
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 100%

Materials:
Students are required to bring the following materials to class:
● A charged Chromebook
● Headphones
● Pencil
● Notebook

Homework:
Homework will be given to students on a ​regular basis​ and is intended to build fluency, application,
review concepts and knowledge taught in class or extend what was studied and taught in class. Students
who do not consistently complete their homework, in addition to their classwork, will not be as prepared
for their formative and summative assessments.

Participation:
All students will be expected to actively participate in class in many different ways- individually, in pairs,
small group and whole group.

Plagiarism:
Any student found taking the work or ideas of others and claiming it as their own is considered
plagiarism. Any student found responsible for plagiarism is subject to an automatic “F” on the assignment
or exam.

Attendance:
All students are expected to attend class daily. Should an absence occur, students must provide the main
office with a note from a parent explaining the absence. Only absences due to medical appointments with
a medical note will be marked as an “excused” absence. All other absences will be marked as an
“unexcused” absence, unless authorized by the Principal. Students are responsible for communicating
with their teachers to collect any missed work, complete the work, and turn it in to their teachers in a
prompt manner.

Behavior Expectations:
All students are expected to demonstrate ​respect​ to everyone. A school-wide positive behavior support
plan will be implemented. If a student is struggling with the school wide expectations, many staff
members will give support and guidance.

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 English Language Arts (ELA)
Texts:
The Lighting Theft
Bud Not Buddy
World Without Fish
Frightful ‘s Mountain

Expected Outcomes:
By the end of the course you will be expected to:

1. Engage in an analytic process to enhance comprehension and create personal meaning when
reading text. This includes the ability to annotate, question, agree or disagree, summarize, critique
and formulate a personal response.
2. Make supported inferences and draw conclusions based on textual features and evidence.
3. Write informative/explanatory texts finding the gist and main idea of an informational text.
4. Use evidence from text to collect and share information about a topic.
5. Draft a claim based on research and choose appropriate evidence to back that claim.

Curriculum Outline:

Quarter Big Ideas Essential Questions

1. Number in the Stars Inferring from text, How does citing evidence back your claim on a topic or issue
citing evidence, that you read?
connecting themes,
writing narratives
2. Bud Not Buddy; Figurative language, How does word choice and figurative language determine the
poems determine meaning meaning or theme of a text?
of words and
phrases, central idea
and theme, multiple
perspectives, writing
argumentative
essays,
3 Literary Argumentative Author’s point of How does the author develop the narrator’s point of view?
Essay; Dragonwing view, plot
development,
making connections

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 between two text,
research a topic
4 World Without Fish, Compare and How are two articles on the same topic similar and different?
Frightful’s Mountain Contrasting articles,
use multi-media in
presentations,
interpret information
from multi-media
sources

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 History
Expected Outcomes: 
By the end of the course you will be expected to: 
 
6​ Grade Social Studies  
th​

1. Determine the central ideas of a primary or secondary source and provide an accurate summary of
with prior knowledge or opinions; as well as analyze the relationship between each source.
2. Describe how a text presents information (sequentially, comparatively, causally, etc.)
3. Integrate visual information, such as charts, graphs, photos and maps, with other information in
print and digital texts.
4. Distinguish between fact, opinion, and reasoned judgment in a text.
5. Determine the meaning of words and phrases as they are used in a text.
 

Curriculum Outline: 
 
Quarter  Big Ideas  Essential Questions 

1. Paleolithic/ -Describe the hunter/gather culture  What factors were necessary for early
Mesopotamia   -Discuss the climatic/human changes humans to survive?  
that let to domestication of plants  
and animals   How and where did early humans
-Hammurabi’s code   transition from nomadic societies to
more permanent settlements?  
 

2. Egypt/Kush -Analyze the social structures of What were the key geographical
and The Mesopotamia, Egypt, and Kush   factors, events and individuals that
Hebrews   -Locate the physical settings that allowed Egypt to flourish?  
  supported permanent settlement    
-Understand the relationship How did the religious beliefs of
between religion and social order  Ancient Egyptians shape politics,
society, and artistic representation?  

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 -Describe the origins of Judaism,  
along with its significance in the What were the central beliefs of ancient
modern world  Hebrews and how did they differ from
the religions of the past?  
3. India/China   -Analyze all facets of the early What were the cultural and social
civilizations of India   traditions of ancient India?  
-Explain the major beliefs and  
practices of Brahmanism  What are the contributions of ancient
-Outline the social structure of the India?  
caste system    
-Locate and describe the origins of Analyze the influence of key
Chinese Dynasties – as well as list philosophers, influential emperors and
the policies and major achievements significant events on the shaping of
of Emperors   Ancient Chinese civilization.  
 
-Know about the fundamental
What were the main belief systems
teachings of Confucianism and
developed during early Chinese
Taoism 
Dynasties?  
4. Greeks/Rome   -Analyze the ancient civilizations of How did Athens and Sparta develop
Greece  and differ as significant Greek
-Discuss the connections between city-states?  
geography and the development of  
city-states  What were the key contributions of the
-Trace the transitions between Greeks in the areas of government, art
ancient forms of government  and science?  
-Describe the Roman Government  
and it’s system of checks and How did the government and political
balances  leadership of Rome change throughout
-Trace the migrations of the Jews various parts of Roman history?  
around the Mediterranean region  How did the ancient Roman
government serve as a model for
modern governing systems?  

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 Math

Expected Outcomes: 
By the end of the course you will be expected to: 
Math: 
1.​ ​Expressions and Equations: W ​ rite, evaluate, and solve algebraic expressions and equations. 
2.​ ​Number System:​ Compute fluently using fractions, decimals, integers and rational numbers. 
3.​ ​Ratios and Proportions:​ Solve ratio problems and word problems involving rate, speed, and
measurement. 
4.​ ​Geometry:​ Find the area of polygons, surface area of prisms and pyramids, and the volume of
rectangular prisms  
5.​ ​Statistics:​ Read, create, and understand various data displays. Understand and find measures of
center and variation. 
 
6th Grade Math Curriculum Outline: 
 
 
Quarter   Big Ideas   Essential Questions  
Quarter 1 Students will understand the Comparisons are helpful for
concept of ratio and use ratio making plans, predictions, and
Ratios and Proportional language to describe a ratio decisions. What math models
Relationships relationship between two can you use for making
er systems
quantities.  comparisons?  

Quarter 2 Students will understand the
relationships of expressions,
Rational Numbers numbers, and equations.
What does it mean to have less
than nothing? Why do you
need numbers other than
positive whole numbers?  
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Expressions and Equations

Quarter 3 Students will be able to create How can you rearrange shapes
shapes using their knowledge to make other shapes? Why
Expressions and Equations of characteristics of shapes; would you want to? 
(Continued) and students will be able to
analyze, compare, and predict
 
Geometry relationships.  
Quarter 4 Students will be able to select What kinds of data displays
and create the appropriate data show how things vary? What
 
Statistics display for a collection of kinds of data displays hide
data. how things vary? When would
you use each kind?  
 
Science 
Science: 
1.​ ​Understand and apply the Engineering Design Process (STEM)  
2.​ ​Understand and explain how life, earth and physical sciences are part of Earth’s living system. 
3.​ ​Understand and explain how water and living organisms cause energy and function together. 
4.​ ​Understand and explain how Human impact affects the environment. 

6th Grade Science Curriculum Outline 

 
Quarter  Big Idea  Essential Question 

Quarter 1 All of Earth’s systems rely How do we measure the world around us? 
on each other. 
System in a
System 

Quarter 2 How do kinetic and thermal What are the different forms that energy can
energy drive the water take and how does it transfer from one form
Earth, Water and cycle?  to another? 
Energy 

Quarter 3 How evolution is driven by The sun’s energy powers nearly all life on
temperature and genetics.  earth, how is that energy passed throughout
all living organisms?  

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Applying to
Human
Organisms 

Quarter 4 How human activities affect How do humans produce, consume, and
Human Impact  the earth’s temperature.  conserve electrical energy?  
 

Technology
Expected Outcomes: 
By the end of the course you will be expected to:
1. Use G-Suite Applications appropriately and efficiently
2. Use various online programs to create presentations
 
 
Curriculum Outline: 
 
Quarter  Big Ideas  Essential Questions 

Quarter 1 Using technology efficiently to complete How do you use technology to

student work in the classroom and at home enhance communicating your
Intro to through a variety of Google applications.  learning objectives? 
G-Suite 

Quarter 2 Students will be able to build and design How does design play an
presentations   important role in presenting ideas
Presentations  to an audience? 
 

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The instructors reserve the right to make additions, changes, and deletions to the syllabus during the course of the year.
By signing this form, I acknowledge that I have read and understand everything in the Course Syllabus.

STUDENT NAME:_________________________________________________
STUDENT SIGNATURE:____________________________________________Date:______________

PARENT/GUARDIAN NAME:________________________________________
PARENT/GUARDIAN SIGNATURE:___________________________________Date:______________

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