|
Subject |
September
|
October
|
November
|
December
|
January
|
Subject
|
|
M
A
T H |
Topics: Number Concepts; Properties; Using Decimals
Skills: Comparing; Ordering; Place value; CPA; CPM; APA; APM; DP; Estimation; Order of operations; Simple problem solving; Rounding
|
Topics: Decimals; Exponents
Skills: Rounding; Addition; Subtraction; Multiplication; Estimation; Problem solving with extra data; Using guess and check; using exponents
|
Topics: Number Concepts; Division; Simple Algebraic Expressions
Skills: Prime numbers; Prime factorization; Composite numbers; Estimating quotients; Averages; Making a table
|
Topics: Division with Decimals; Graphs
Skills: Divide decimal by decimal; Rounding quotients; Using calculator; Bar, line, circle, picture graphs; Interpreting data; Problem solving using data
|
Topics: Using fractions
Skills: Equivalent fractions; GCF; LCM; Ordering; Improper fractions/mixed numbers; Using a ruler; Decimal to fraction; Add/ subt fractions with common denominators
|
M
A
T H |
|
Subject
|
February
|
March
|
April
|
May
|
June
|
Subject
|
|
M
A
T H |
Topics: Using fractions and Mixed numbers
Skills: Add/subt. of fractions and mixed numbers with unlike denominators; Multiplication; Division; Problem solving using a pattern;
|
Topics: Ratio; Proportions; Percent
Skills: Understanding ratio; Equal ratios; Solving proportions; Scale drawing; Introduce percent; % of something; Relationship of fraction, decimal, percent
|
Topics: Using Percent
Skills: Using the calculator with percent; Estimating and finding percent of a number; Interest; Sales tax; Discount; Reading tax table; What percent one number is of another
|
Topics: Using Measurement
Skills: Length (in., ft., yd. mi.); Capacity (oz., pt., qt., gal.); Weight (oz., lb., Ton); Computing with customary units; Time; Metric system - meter, liter, gram; Problem solving
|
Topics: Geometry; Negative Integers
Skills: Types of lines; Measuring angles; Finding area (rectangle, square, triangle, circle); Parts of a circle; Positive/negative integers; Ordering
|
M
A
T H |
|
Subject
|
September
|
October
|
November
|
December
|
January
|
Subject
|
|
S
C
I
E
N
C E |
Topics: Using Scientific Method
Skills: Recall; Recount; Outline; Measuring; Observe; Hypothesizing; Concluding; Reading graphs
|
Topics: Living Things: Cells; Plants; Animals
Skills: Observation; Comparing; Identifying; Classifying; Reading a graph; Interpreting
|
Topics: Climate and Life
Skills: Reading a graph; Predicting; Describing; Interpreting data; Hypothesizing; Concluding
|
Topics: Weather
Skills: Identifying; Drawing conclusions; Cause & effect; Comparing; Inferring; Reading a graph; Hypothesizing
|
Topics: Astronomy
Skills: Describe, Compare, Contrast, Reading a diagram; Observation; Identify; Hypothesizing; Interpret graphs, classifying;
|
S
C
I
E
N
C E |
|
Subject
|
February
|
March
|
April
|
May
|
June
|
Subject
|
|
S
C
I
E
N
C E |
Topics: Volcanoes; Earthquakes
Skills: Comparing; Reading diagrams & graphs; Predicting; Measuring; Observing; Conclusions
|
Topics: Matter & Atoms; Chemical Changes
Skills: Measurement; Interpreting data; Comparing; Hypothesizing
|
Topics: Light & Sound Energy
Skills: Observation; Classify; Comparing; Interpreting data; Hypothesizing
|
Topics: Body - Growth, Development, Heredity
Skills: Describe; Reading a graph; Explanation; Measure; Comparing
|
Topics: Oceanography
Skills: Reading & graphing a diagram; Identifying; Measuring; Concluding; Predicting; Interpreting data
|
S
C
I
E
N
C E |
|
Subject
|
September
|
October
|
November
|
December
|
January
|
Subject
|
|
L
A
N
G
U
A
G
E
A
R
T S |
READING:
Topics/Themes: Characterization; personal narrative; genre review/monthly book report; Summer Reading Evaluation
Skills: reading comprehension; identifying character traits; inference; context clues; poetry (self)
WRITING/ MECHANICS:
Grammar Skills - the sentence; nouns; punctuation; capitalization; vocabulary - connotation, denotation
Writing Skills - editing; personal narrative writing; book report writing
Listening/Speaking Skills: Oral presentation - Summer Reading book presentations
|
READING:
Topics/Themes: Characterization; personal narrative; genre review/monthly book report
Skills: reading comprehension; identifying character traits; inference; context clues; poetry (self)
WRITING/ MECHANICS:
Grammar Skills - the sentence; nouns; punctuation; capitalization; vocabulary - connotation, denotation
Writing Skills - editing; personal narrative writing; book report writing
Listening/Speaking Skills: Oral presentation
|
READING:
Topics/Themes: Characterization; Conflict; non-fiction reading; personal narrative; genre review/monthly book report
Novels: Hatchet, Charlotte Doyle, Fear Place, The Egypt Game, Among the Hidden
Skills: reading comprehension; identifying character traits; inference; context clues; poetry (self); organization of non-fiction text; identifying main idea; drawing conclusions in reading
WRITING/ MECHANICS:
Grammar Skills - the sentence; nouns; punctuation; capitalization; vocabulary - connotation, denotation; verbs (regular/irregular); dialogue/use of quotations
Writing Skills - editing; personal narrative writing; book report writing; dialogue/use of quotations in writing; vocabulary usage; friendly letter writing; cause and effect; comparison/contrast
Listening/Speaking Skills: Oral presentation
|
READING:
Topics/Themes: Conflict; Adventure; non-fiction reading
Novels: Hatchet, Charlotte Doyle, Fear Place, The Egypt Game, Among the Hidden
Skills: understanding organization of non-fiction text; identifying main idea; drawing conclusions in reading
WRITING/ MECHANICS:
Grammar Skills - verbs (regular/irregular); dialogue/use of quotations
Writing Skills - editing; dialogue/use of quotations in writing; vocabulary usage; friendly letter writing; cause and effect; comparison/contrast
|
READING:
Topics/Themes: Conflict; Adventure; non-fiction reading
Novels: Hatchet, Charlotte Doyle, Fear Place, The Egypt Game, Among the Hidden
Skills: understanding organization of non-fiction text; identifying main idea; drawing conclusions in reading
WRITING/ MECHANICS:
Grammar Skills - verbs (regular/irregular); dialogue/use of quotations
Writing Skills - editing; dialogue/use of quotations in writing; vocabulary usage; friendly letter writing; cause and effect; comparison/contrast
|
L
A
N
G
U
A
G
E
A
R
T S |
|
Subject
|
February
|
March
|
April
|
May
|
June
|
Subject
|
|
L
A
N
G
U
A
G
E
A
R
T S |
READING:
Topics/Themes: Figurative Language; Setting; Dialect
Novels: Mrs. Frisby, Night John
Skills: inference; comprehension; compare and contrast; identifying details and descriptive language
WRITING/ MECHANICS:
Grammar/Writing Skills: identifying and using idioms; identifying and using adjectives and adverbs; identifying and applying transition words in writing; identifying and using styles in poetry; composing movie/play review; composing a "how to" paper
|
READING:
Topics/Themes: Figurative Language; Setting; Dialect
Novels: Mrs. Frisby, Night John
Skills: inference; comprehension; compare and contrast; identifying details and descriptive language
WRITING/ MECHANICS:
Grammar/Writing Skills: identifying and using idioms; identifying and using adjectives and adverbs; identifying and applying transition words in writing; identifying and using styles in poetry; composing movie/play review; composing a "how to" paper
|
READING:
Topics/Themes: Figurative Language; Setting; Dialect
Novels: Mrs. Frisby, Night John
Skills: inference; comprehension; compare and contrast; identifying details and descriptive language
WRITING/ MECHANICS:
Grammar/Writing Skills: identifying and using idioms; identifying and using adjectives and adverbs; identifying and applying transition words in writing; identifying and using styles in poetry; composing movie/play review; composing a "how to" paper
|
READING:
Topics/Themes: Myths/Greek mythology/drama; newspapers/media; descriptive writing/story
Novels/Short Stories: Follow My Leader, Dog of Pompeii
Skills: identifying characteristics of the descriptive essay/story; identifying characteristics of Greek mythology/drama; understanding characteristics of editorials
WRITING/ MECHANICS:
Grammar/Writing Skills: identifying and applying pronouns; understanding and using prepositions; vocabulary (comprehension/usage); writing Greek mythology; business letter writing; persuasive essay writing
|
READING:
Topics/Themes: Myths/Greek mythology/drama; newspapers/media; descriptive writing/story
Novels/Short Stories: Follow My Leader, Dog of Pompeii
Skills: identifying characteristics of the descriptive essay/story; identifying characteristics of Greek mythology/drama; understanding characteristics of editorials
WRITING/ MECHANICS:
Grammar/Writing Skills: identifying and applying pronouns; understanding and using prepositions; vocabulary (comprehension/usage); writing Greek mythology; business letter writing; persuasive essay writing
|
L
A
N
G
U
A
G
E
A
R
T S |
|
Subject
|
September
|
October
|
November
|
December
|
January
|
Subject
|
|
S
O
C
I
A
L Studies |
Topics: Reading Maps and Globes; Introduction to History; Divisions of History; Examining Sources; Introduction to Archaeology
Skills: Understanding timelines (Sequencing); Distinguish among the major map types, compare information; Recognize differences between old Archaeology and new Archaeology
NJCCCS: 6-1 (A); 6-6 (A, C, D)
|
Topics: Early Hominid Development; Migration; Hunters/Gatherers; Development of Culture and Societies
Skills: Describe early human development; Compare hunting and gathering groups; Recognize impact of the Ice Age
NJCCCS: 6-3 (A)
|
Topics: Beginning of Civilization = Tigris-Euphrates River Valley (Mesopotamia); Sumerians, Babylonians, Assyrians (Rise and Fall of Early Empires)
Skills: Interpreting maps; Understanding cause and effect; Analyze interaction and conflict among peoples and cultures
NJCCCS: 6-3 (A)
|
Topics: Early Civilization in Africa; Nile River Valley; Early History of Ancient Egypt; Ancient Egyptian Culture; Kingdom of Kush
Skills: Using research skills (i.e., internet, etc.); Interpreting artifacts; Draw conclusions from evidence; Use critical thinking to interpret events
NJCCCS: 6-3 (A)
|
Topics: Countries of SE Asia (map); Early Indus River Valley Civilization; Influence of Aryans; Hinduism and Buddhism; Golden Age - Gupta Period
Skills: Recognize countries of SE Asia and major land forms; Explain major beliefs of Hinduism and Buddhism (compare/analyze); Interpret values
NJCCCS: 6-3 (A, B)
|
S
O
C
I
A
L Studies |
|
Subject
|
February
|
March
|
April
|
May
|
June
|
Subject
|
|
S
O
C
I
A
L Studies |
Topics: Rise of Civilization in the Hwang River Valley; Ancient China; Major Dynasties (i.e., Shang, Zhou, Chin, Itan; Confucianism, Moism, Legalism, Daoism Achievements
Skills: Distinguish achievements of the four major dynasties; Explain ideology of the four thought systems originating in Ancient China; Identify independent invention (give examples)
NJCCCS: 6-3 (A, B)
|
Topics: Early Biblical History - Ancient Israelites; Early Kings and their Contributions to Western Civilization; Introduction to Countries of Modern Europe
Skills: Interpreting maps (identify countries of Modern Europe); Identify problems and issues of early Israelites; Interpret values
NJCCCS: 6-3 (B)
|
Topics: Early Greece - Rise of City-States; Types of Government (Evolution of Democracy); Persian Wars; Ancient Greek Culture; Classical Greece - Achievements and Contributions
Skills: Describe political characteristics of the early Greek city-states; Identify cultural influences of Greece
NJCCCS: 6-3 (B); 6-5 (B)
|
Topics: Macedonians and Alexander the Great (influence on Asia); Birth of Rome - Rise of the Roman Republic; Overseas Expanision; Punic Wars; Greece's Influence on Rome; Daily life in the Empire
Skills: Identify cultural diffusion; Identify problems and issues; Make decisions based on information given; Identify the role of key Roman leaders
NJCCCS: 6-3 (B); 6-5 (B)
|
Topics: Rome and the Christians; Rise of Christianity; Decline of Rome; Fall of Western Roman Empire
Skills: Analyze reasons for fall of Rome; Draw conclusions on evidence; Identify cultural influences of Rome
NJCCCS: 6-3 (B)
|
S
O
C
I
A
L Studies |
|
Subject
|
Week 1-3
|
Week 4-7r
|
Week 8-10
|
|
|
Subject
|
|
A
R T |
Topic: Mixed Media (Three Weeks)
Skills: Create drawings from model; introduce composition; explore use of multiple mediums in work of art; reinforce critiquing artwork
|
Topic: Ceramics (Four Weeks)
Skills: Review properties of clay; demonstrate an ability to create using building method; discuss pattern and texture; explore the firing and glazing process
|
Topic: Technical drawing (Three Weeks)
Skills: Introduce illusion of depth; demonstrate knowledge of two-point perspective; awareness of a variety of artwork creating the illusion; explore a variety of architectural styles
|
|
|
A
R T |
|
Subject
|
Week 1
|
Week 2-3
|
Week 4-5
|
Week 6-7
|
Week 8-9
|
Subject
|
|
M
U
S
I C |
Topic: Rhythm
Skills: Advanced rhythm recognition, rhythmic patterns, rhythmic performance |
Topic: Melody
Skills: Intervals; neighbor, skip and leap tone recognition |
Topic: Harmony
Skills: Recognizing components of harmony; root chords; inversions; harmonic textures |
Topic: Instruments of the Orchestra - Strings, Brass
Skills: Visual and sound recognition; tone color/timbre; orchestral uses; |
Topic: Johann Sebastian Bach
Skills: Understanding of Bach?s genius and music |
M
U
S
I C |
|
Subject
|
Week 10
|
|
|
|
|
Subject
|
|
M
U
S
I C |
Topic: Role Of The Conductor
Skills: Conducting terminology; beat patterns; conductor?s responsibilities
|
|
|
|
|
M
U
S
I C |
|
Subject
|
September
|
October
|
November
|
December
|
January
|
Subject
|
|
P
H
Y
S
E D |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
P
H
Y
S
E D |
|
Subject
|
February
|
March
|
April
|
May
|
June
|
Subject
|
|
P
H
Y
S
E D |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
P
H
Y
S
E D |
|
Subject
|
September
|
October
|
November
|
December
|
January
|
Subject
|
|
H
E
A
L
T
H (Meets 1-2x's/Week Throughout the School Year) |
TOPICS: Mental/Social Health (Social Skills Program)
Self Awareness, Self Esteem, Goal Setting, Stress
SKILLS:
Identify strengths in aptitude and relate to improving self-concept.
Demonstrate steps in setting short and long-term goals.
Identify stress and ways to manage stress.
Demonstrate ability to resolve conflict effectively and peacefully.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game
Reviews, problem solving skill, demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Mental/Social Health (Social Skills Program)
Self Awareness, Self Esteem, Goal Setting, Stress
SKILLS:
Identify strengths in aptitude and relate to improving self-concept.
Demonstrate steps in setting short and long-term goals.
Identify stress and ways to manage stress.
Demonstrate ability to resolve conflict effectively and peacefully.
ASSESSMENT:
Discussion, question and answer throughout class,
Oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce Content, follow-up survey, and quizzes and tests.
|
TOPICS: Physical Health/Hygiene
Taking Care of Your Health as it Relates to Dental, Skin, Eyes, Ears
SKILLS:
Describe and incorporate good dental and personal habits.
Identify and apply steps in proper skin care.
Identify and apply ways to protect and care for eyes and ears.
Recognize health concerns related to eyes and ears.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Physical/Social Health (Family Life)
Taking Care of Your Health as it Relates to Dental, Skin, Eyes, Ears
Body Systems/Changes: Circulatory, Nervous, Introduction to the Endocrine and Reproductive System, Puberty
Sexual Harassment
SKILLS:
Describe how hormones are produced and effect
Physical and emotional changes during puberty.
Identify the relationship of the endocrine system and the reproductive system.
Show an awareness of types of sexual harassment and legal implications.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game, reviews, problem solving skill demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Physical/Social Health (Family Life)
Communicable Diseases., Dispelling Fears of Communicable Diseases
SKILLS:
Describe how the immune system works with a normal vs. person with communicable diseases
Understand prevention of communicable diseases.
Demonstrate appropriate health/safety-related behaviors.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
H
E
A
L
T H |
|
Subject |
February
|
March
|
April
|
May
|
June
|
Subject
|
|
H
E
A
L
T
H (Meets 1-2x's/Week Throughout the School Year) |
TOPICS: Drug Unit
Medicines vs. Drugs, Over the Counter vs. Prescription Medication, Safety Guidelines for Taking Medicine, Drug Abuse
SKILLS:
Recognize difference between drug abuse, misuse, and appropriate safe use of medication.
Recall safety guidelines for using medication.
Recognize terminology associated with drug abuse (dependence, tolerance, withdrawal, and overdose).
Describe how drug abuse impacts all aspects of health (physical, social, emotional).
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game, reviews, problem solving skill demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Drug Unit
Effects of Stimulants Caffeine, Cocaine/Crack, Nicotine/Tobacco Products
Impact on Bodily System
SKILLS:
Identify legal/illegal products that are stimulants.
Explain the physical, social, and emotional effects of using and abusing these drugs.
Demonstrate an awareness of the consequences, which may result in the abuse of illegal substances.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game, reviews, problem solving skill demonstration, role playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Drug Unit
Effects of Depressants, Narcotics, Alcohol
Impact on Bodily System
SKILLS:
Identify legal/illegal products that are depressants.
Explain the physical, social, and emotional effects of using and abusing these drugs.
Demonstrate an awareness of the consequences which may result in the abuse of illegal substances.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Drug Unit
Effects of Hallucinogens (LSD, PCP…), Cannabis Products, Marijuana, Club Drugs (Ecstasy, GHB)
SKILLS:
Identify this category of drugs as illegal.
Explain the physical, social, and emotional effects of using and abusing these drugs.
Demonstrate an awareness of the consequences, which may result in the abuse of illegal substances.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
TOPICS: Saying No to Peer Pressure
Assertive Communication, Support Systems/Resources
SKILLS:
Identify and apply refusal skills.
Identify resources within family, school, and community to provide support.
ASSESSMENT:
Discussion, question and answer throughout class, oral presentations, partner and group projects, game reviews, problem solving skill demonstration, role-playing, end of chapter reviews, journal entry, end of class evaluation questions (ex. "Today I learned…), follow-up worksheets and written exercises to reinforce content, follow-up survey, and quizzes and tests.
|
H
E
A
L
T H |
|
Subject |
September
|
October
|
November
|
December
|
January
|
Subject |
|
L
I
B
R
A
R Y |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
L
I
B
R
A
R Y |
|
Subject |
February
|
March
|
April
|
May
|
June
|
Subject |
|
L
I
B
R
A
R Y |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
L
I
B
R
A
R Y |
|
Subject |
September
|
October
|
November
|
December
|
January
|
Subject |
|
S
P
A
N
I
S H |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
S
P
A
N
I
S H |
|
Subject |
February
|
March
|
April
|
May
|
June
|
Subject |
|
S
P
A
N
I
S H |
Under Construction (coming in Sept, 2008)
For information on the curriculum for this subject please contact the Montvale Public Schools Main Office. |
|
|
|
|
S
P
A
N
I
S H |
|
Subject |
September
|
October
|
November
|
December
|
January
|
Subject |
|
S
O
C
I
A
L SKILL |
Topic: Orientation to Problem Solving Lessons
Skills: Sharing Circle; Review of Lessons; Recognize Strength & Weaknesses
|
Topic: Review Problem Solving Steps
Skills: Proficiency at Eight Step Problem Solving Lessons
|
Topic: Practice Using all Eight Problem Solving Steps
Skills: Sharing Problems & Process Role Play Problems
|
Topic: Understand Non- Different People, Choose Different Solutions
Skills: Strengths in Problem Solving; Weaknesses in Problem Solving; Difficult Families or Cultures in Doing things differently
|
Topic: Anticipate Consequences & Making Sound Choices
Skills: Role Play Outcome; Graph different responses; Feedback & Anticipation of Reactions
|
S
O
C
I
A
L SKILL |
|
Subject |
February
|
March
|
April
|
May
|
June
|
Subject |
|
S
O
C
I
A
L SKILL |
Topic: Social Problem Solving
Skills: Sharing Problem Solving in Friendships; Problem Solving in Families; Problem Solving in Sports
|
Topic: Social Problem Solving
Skills: Sharing Problem Solving in school situations; Problem Solving in Classrooms
|
Topic: Family
Skills: Sharing Problem Solving in Family Units; Empathy; Re-Think if you would change anything
|
Topic: Problem Solving in the News
Skills: Recognizing Problem Solving in Current Event Situations; Recognizing emotions; Empathy and Understand; Greater Parameter
|
Topic: Problem Solving in the News
Skills: Recognizing Problem Solving in Current Event Situations; Recognizing emotions; Empathy and Understand; Greater Parameter
|
S
O
C
I
A
L SKILL |
