Grade 5 & 6 News
Newsletter #1: Where we are in Place and Time
UOI 4: Where we Are in Place and Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
The central idea is a "secret" for now. Students will write their own central ideas using the lines of inquiries before the central idea is revealed. Stay tuned!
Key concepts: Causation, Connection, Reflection
Related concepts: history, change, then and now
Lines of inquiry
- The rise of ancient civilizations (Causation)
- Achievements of past civilization (Reflection)
- Lasting discoveries on modern-day societies (Connection)
What Are We Learning This Unit?
In this UOI, students will be working in small inquiry groups as practice for group work during Exhibition. Students will select an ancient civilization to focus on and be grouped with other students with similar inquiries.
Students will also continue practicing CAFE strategies to build their reading skills. They will be introduced to two new CAFE skills and will continue using the Daily 5 strategies of Read-to-Self, Work-on-Writing, Read-to-Someone and Listen-to-Read in the weekly choices.
Our read-aloud this UOI will be Refugee by Alan Gratz. The story follows three young people on their journeys in search of refuge. Josef is a Jewish boy in 1930s Nazi Germany, Isabel is a Cuban girl in 1994 and Mahmoud, a Syrian boy in 2015. Although Josef, Isabel, and Mahmoud are separated by continents and decades, surprising connections will tie their stories together in the end. Through exploring these stories, students will focus on the LP of Reflection and the attributes of empathy and cooperation.
Students will be working on the following Maryland Social Studies learning outcomes:
- Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history.
- Describe the social, political, and religious character of societies in early world history.
- Identify cultural groups within a region in early world history.
- Describe the major cultural achievements of the Greek civilization, such as art, science, political systems, and philosophy across time.
- Describe the major achievements of the Roman Era, such as legal, artistic, architectural, technological, and literary.
English Language Arts
In ELA, students will specifically be working on the following standards:
CAFE Strategies (Comprehension, Accuracy, Fluency, Expand Vocabulary)
- Recognize literary elements (genre, plot, character, setting, theme).
- Compare and contrast within and between text
- Tune in to interesting words and use new vocabulary in speaking and writing
- determine the meanings of unknown words by using common Greek and Latin prefixes, suffixes and roots.
- Use dictionaries, thesauruses, and glossaries as tools
- Read appropriate-level texts that are a good fit
- use punctuation to separate items in a series.
- use a comma to separate an introductory element from the rest of the sentence.
- form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
- use verb tense to convey various times, sequences, states, and conditions.
- write a narrative to develop an imagined event using effective technique, descriptive details, and clear event sequences.
UOI# 4 Read Aloud Book Trailer
In this UOI, students will complete Module 3: Addition and Subtraction of Fractions and begin Module 4: Multiplication and Division of fractions and decimal fractions.
Students will be working on the following standards:
Add and subtract fractions with unlike denominators by drawing rectangular fraction models , and by finding the common denominator.
Solve fraction and mixed number word problems.
Add and subtract fractions and mixed numbers with unlike denominators by using the number line strategy.
Draw pictures and use tape diagrams to model fractions as division and then solve.
- Express a fraction as division in different forms.
- Solve word problems involving the division of whole numbers.
6th Grade Standards:
During the past few weeks, students finished Topic A, B, and C of Module 2 which addressed dividing fractions by fractions, multi-digit decimal operations (adding, subtracting, and multiplying), and dividing whole numbers and decimals respectively.
Students also took their mid-module assessment and reflected on it. The majority of students had a solid understanding of how to divide fractions, adding, subtracting, multiplying and dividing multi-digit decimal numbers. Some students struggled with how to show their understanding of the concepts both mathematically and visually. A few struggled with keeping their calculations accurate when multiplying two multi-digit decimal numbers (ex: 2567.83 x 234.58). We will continue to practice these skills via Khan Academy and Prodigy.
Over the next few weeks, students will start and finish Topic D: Number Theory - Thinking Logically about Multiplicative Arithmetic which will include working with odd and even numbers and the divisibility rules to find factors, multiples, common factors, and common multiples of whole numbers. Then they find the greatest common factor and the least common multiple shared by pairs of numbers. To find the greatest common factor for pairs of large numbers, students explore Euclid’s algorithm.
Homework will include revising older concepts as well as the following:
- Determine whether a sum or product is even or odd.
- Use the divisibility rules to determine whether a number is divisible by other numbers. Find a number that is divisible by other numbers.
- Identify factors and multiples of given numbers.
- Find the greatest common factor and least common multiple of pairs of numbers.
- Use Euclid’s algorithm to find the greatest common factor of a pair of large numbers.
For more info on what to expect during this module, see the parent tips attached below.
As students learn about Where We Are in Place and Time in this UOI , students will learn how to talk about themselves in the past and present in Arabic. Stdudents will talk about what they did in the past that impact their lives now.
Students will also will learn the reasons behind migration through the story of Prophet Musa (AS) and we will explore his life in detail as it is mentioned in Surat Taha.
- Where we were and where we are now? Students will learn how to write about themselves in the past and compare it with their current place, and they will discover how their actions in the past impacts their life now.
- The directions: يمين، يسار، فوق ، تحت ، إلى الأمام، إلى الخلف، حول ، بجانب.
- Lessons Vocab: أين أنت؟، ماذا فعلت في الماضي، أنا أعيش في أمريكا، أنا من السعودية ، الماضي ، الحاضر، كنت صغير ، كنت سعيد، أنا الأن كبير, هما سعيدان، أنتما سعيدان، أنتم تعيشون في أمريكا ·
- Grammar: The present and past tenses.
- Quran: Memorize and Understand the general themes of Surat Taha.
- Fluency: Read the fourth Juzaa.
- Tajweed: Madd Rules (المد الطبيعي والمد المتصل).
- History: Prophet Musa's story and his migration to Madyan.
- Seerah: Treaty of Huddaybiyyah, Bayah Ar-Ridwan, The message of Islam spreads, Umratul Qada’a, ·
- How the actions of Prophet Muhammad (PBUH) impact our lives now
In Visual Arts this Unit, we will have a brief introduction to various forms of art from various ancient civilizations including Ancient Mesopotamia, Ancient Egypt, Ancient China and Ancient Greek & Rome. Ultimately, we will be focusing on the Ming Dynasty from Ancient China, dating from 1368-1644. This was a time of great arts and cultural achievement when the Great Wall of China was almost rebuilt, and the arts flourished including literature, painting, music, poetry, and porcelain. Ming vases, in particular, were made of blue and white porcelain and prized at the time throughout the world. Students will be introduced to different forms and shapes of vases during the Ming Dynasty, and create their own versions of blue and white porcelain vases using some of the usual imagery found in this time period such as dragons, flowers, fish and leaf designs.
We plan on connecting to the key concepts through the various guiding questions:
- CAUSATION: Ming Dynasty vases were very valuable, and because of this, there were a lot of inauthentic duplicates made. How did Ming Dynasty vases ensure a dark blue color and clear images?
- CONNECTION: How was the production of these blue and porcelain vases a source of achievement for the Ming Dynasty?
- REFLECTION: How do we know the difference between an authentic Ming Dynasty vase, and an inauthentic one?
The following standards will be assessed throughout the Unit:
Historical, Cultural, and Social Context
- Identify historical, social, and cultural themes in selected artworks that influence the beliefs, customs, or values of a society
- Plan artworks based on historical, cultural or social themes to communicate personal beliefs, customs, or societal values
Important Announcements and Reminders
To assist students in learning about real-world issues and help them find a topic they are passionate about for Exhibition, students will be assigned a weekly informational text homework. Students will be given an informational text article to read for the week and write 2-3 facts that they learned from the article. This homework is important as it helps students build interest, background knowledge and prepare them for the PYP Exhibition. Please check-in with your child to make sure they are giving this assignment time and completing it to the best of their ability.
- Due to the epidemic of flu and colds, we have had this year, Tarbiyah Academy is running very low on hand sanitizer supplies. We are requesting students bring in a bottle of hand sanitizer to see us through to the end of the year.
- Some students have also completed their inquiry journal and need a new notebook. Please check with your child and send in a new spiral bound single subject notebook if needed.
Learner Profile of the Month
This month, our Learner Profile is Reflective. Throughout the month, students will read stories and articles about being Reflective as well as practice the attribute daily in class.
Please encourage your child to keep track of their passports and fill it in regularly.
All passports are due by Wednesday, February 28, 2018.
Last month, the 5th/6th Grade class had zero participation in passport submissions.
Tracking experiences through the LP passports is an important part of our school culture and students MUST participate.
IB PYP Exhibition Parent Information Session
Monday, March 5th, 4:15pm
6785 Business Parkway
Come and join us for a parent information session to better understand the process, expectations, and requirements of the IB PYP Exhibition.
The afternoon will consist of a brief summary of the requirements of the Exhibition as well as IB’s restrictions and allowances surrounding parent and teacher involvement in the research and presentation process. The session will be followed by a question and answer portion.