Grade 6
Students in Grade 6 build upon their love of learning and capacity for responsibility, as a bridge from the strong foundation in Grades 4/5 to our upper middle school. The Grade 6 team guides students toward developing consistent organizational systems and becoming independent learners. Our sixth grade students gain the confidence to take risks, express themselves creatively throughout our rich and diverse curriculum, and grow to be both leaders and good citizens.
Grade 6 students are curious, enthusiastic, socially motivated, and eager to succeed. At a developmental age and stage when girls can show a decline in both their academic performance and attitudes toward learning, the design of our all-girls learning environment at Nashoba Brooks allows our students to shine. Grade 6 students are exposed to new and exciting opportunities—such as student government positions and sports captains—as they develop their own voice and perspective through our commitment to our core values.
Also beginning in Grade 6, students engage in the advisory program. Character education goals of autonomy, belonging, and competence are woven into all aspects of the advisory program; as well as our Open Circle (SEL) curriculum. All are integral in fostering strong community within the groups and in support of each student’s personal growth and excellence.
Curriculum Highlights
Midsummer Night’s Dream
Midsummer Night’s Dream
Each spring, Grade 6 students perform Shakespeare’s A Midsummer Night’s Dream. For most of our students, this project is their first exposure to the world and words of William Shakespeare, and what better way to gain understanding than through rehearsal and performance! As students tackle Shakespeare’s use of iambic pentameter, they learn how to decipher and deliver meaning. After our middle school drama teacher’s sabbatical to The Globe Theatre, London, this performance takes audience members back to the Elizabethan Age as they view the performance as groundlings.
Interview with an Earth Scientist
Interview with an Earth Scientist
One of the first units of Grade 6 Earth Science is “Think Like a Scientist.” Students explore the nature of science and how to make careful observations, inferences, and predictions. Students then research careers in Earth Science and imagine themselves in these roles. They learn the studies and credentials required to obtain each profession, the scope of the work involved, and they find a woman role model in their specific field to deepen their understanding of the role. Using our green screen room in the STEAM Lab, students create a photomontage of themselves as volcanologists, oceanographers, glaciologists, cartographers, seismologists, and more!
Project Oceanology
Project Oceanology
The highlight of our Marine Science unit is our exciting overnight trip to Project Oceanology, where we conduct real-world science exploring the ecosystem of Long Island Sound. During this overnight field trip, students visit Mystic Seaport, Mystic Aquarium, and spend the night at Project Oceanology in Groton, CT. Engaging in place-based science and marine education allows our students to get their hands dirty (literally!) as they bond and learn together.
Book Ball
Book Ball
Our intentionally timed independent reading unit allows students the freedom of book choice from a specially curated selection. Launching this unit with a themed “Book Ball,” our goal is to strengthen students’ love and enjoyment of reading. In class, we study literary devices and techniques like characterization, figurative language, and plot structure. The unit concludes with a “Passion Project” where students flex their creative muscles, along with developing their long term project planning skills. Students present their projects to their classmates, further honing their presentation and public speaking skills.
| Sample Schedule | |
|---|---|
|
7:30-8:15 |
Optional enrichment clubs and groups (including: Jazz Band, String Chamber Ensemble, World Music Ensemble, yoga, and more) |
|
8:00-8:25 |
Arrival and homeroom |
|
8:25-8:40 |
Advisory |
|
8:40-9:25 |
Math |
|
9:25-10:10 |
Science |
|
10:10-10:25 |
Outdoor snack and recess |
|
10:25-11:10 |
Humanities |
|
11:10-11:55 |
World Language (students take both Latin + Spanish) |
|
11:55-12:40 |
Chorus (other performing arts specials include: General Music and Drama) |
|
12:40-1:15 |
Lunch and outdoor recess |
|
1:15-2:00 |
English |
|
2:00-2:45 |
Art (other specials include P.E., Health & Wellness) |
|
2:45-3:30 |
Study Hall |
|
3:35 |
Dismissal |
Students engage in each special listed above one to three times per week. Their core content classes meet daily.
Grade 6 students are dismissed at 3:35 PM on Monday, Wednesday, Thursday, and Friday, and at 12:30 PM on Tuesday. The School offers a number of fee-based Auxiliary Programs after school that can run until 5:30 PM.
Interscholastic athletics begin in Grade 5 and practice after school 3:35-4:55 on Monday, Wednesday, Thursday, and Friday. Please see our Athletics page for further details about seasonal offerings.
Sample areas of focus:
-
How can algebraic inequalities be used to solve real-world situations and unknown quantities?
- What is a ratio? How does it compare to other proportional relationships?
- How can we simplify and stylize an observational drawing of an animal? How can a sketch (2 dimension) be transformed to a mask (3 dimensions)?
- How do actors bring Shakespeare's text to life?
- How can students build confidence in themselves in order to cope with the challenges of adolescence?
- What words signal the reader to go beyond what's written to what is implied in the text? How do readers infer the meaning of unknown words? How do readers use text clues to make inferences? How can inferring and summarizing help readers identify main idea and relevant details? How do readers use prior knowledge to make and confirm predictions?
- What can the Latin language and Classical archaeology tell us about ancient Roman society and culture?
- How does reading and interpreting notation support musical expression?
- How can science and engineering protect humans from natural disasters? How do the wealth and resources of a population affect their ability to withstand natural disasters?
- In what ways can I contribute to the growth and strength of a team?