Gives an overview of our MYP at CMMS for 6th graders. 

6th Grade CMMS MYP Handbook

Key &amp; Related Concepts Global Context

Investigating Biodiversity &amp; Interdependence

Identities &amp; Relationships: How is everything connected?

Relationships are explored through organism interaction with&nbsp; their environment to recognize identities and relationships within a structured system.

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Social (Collaboration): Exercise leadership and take on a variety of roles within groups

Students will: Analyze and categorize the structure and function of organisms Identify and define the parts and functions of the microscope Apply microscope skills to the observations of microorganisms (protists) Construct a pond and analyze the relationships of the organisms within it

Course Description: Get ready to learn some Spanish!&nbsp; In this class we will practice the four components of language: reading, writing, listening, and SPEAKING.&nbsp; Do not be afraid to make mistakes sometimes!&nbsp; Take chances.&nbsp; Have fun.&nbsp; You are learning a second language!&nbsp; I look forward to getting to know each of you and making your year a positive one!

Class Expectations: We expect students to try their best in class and be your best self. Trying your best does not mean you are mistake free or perfect all the time. It means you are using all your knowledge, effort, brain power, and/or talents to make yourself and our classroom community the best it can be. We have high expectations for students, both academically and behaviorally.

Contact Info: 6A: Jen Haemker				haemkerj@cm201u.org 6B: Tim Cyborski				cyborskit@cm201u.org 6C: Caryann Wood-Gallegos	wood-gallegosc@cm201u.org 					708-367-2400

<a href="bookcreator://page/sM0kd8_iRcK0Tol--AY7hA">MYP Overview</a> <a href="bookcreator://page/CVzutbgtTiijH818l6gubQ">Learning Experiences and Opportunities</a> <a href="bookcreator://page/Y1n1rQnoQTi-4jXX80iB3w">Example Student Schedule</a> <a href="bookcreator://page/ZAuCDro9SXGFOTjFnEPaIw">IB Learner Profile Trait</a> <a href="bookcreator://page/j4slcnSYStGaiAT2hhXjpA">IB AtL Skills</a> <a href="bookcreator://page/l8K1QVwNS6a1vvnJvCfxcQ">IB Assessment Criterion</a>

Subject area course description with unit overview <a href="bookcreator://page/XbTOx-SASZCmHe21g1S48Q">Language &amp; Literature</a> <a href="bookcreator://page/V5HvTuk7Q5KB4aa04RWlLw">Individuals &amp; Societies</a> <a href="bookcreator://page/nqpqDn9iTSieZgvEgbhg8g">Language Acquisition</a> <a href="bookcreator://page/V9pFTHIyS46XKh1yHEXWig">Science</a> <a href="bookcreator://page/WZnYc2WhS5CT5nqb_J-3KA">Mathematics</a> <a href="bookcreator://page/h-L2aI_XSoy8hllAtphfRw">Art (Visual)</a> <a href="bookcreator://page/3lx_Bh6CT6GwECzrtnAAqA">Physical and Health Education</a> <a href="bookcreator://page/py5Vy_DNSimBBJWpb87kYw">Design Tech</a> <a href="bookcreator://page/-Q6cEgjNT3igfSlgh1a-ig">Communication Arts</a> <a href="bookcreator://page/JKvx3-qES_qMSUwX6GUmrw">Music</a> <a href="bookcreator://page/zJdrAKGPTTmQF8SbW4QEnQ">Connections</a>

Course Description: This course is the foundation for design and engineering courses. It is a hands-on program that includes classroom engagement, drives collaboration, and inspires critical and creative thinking. Topics include design and modeling, introduction to CAD Programs, computer programming with microprocessors, and creating sustainable designs. Real world applications are presented within the course content and a function's approach is emphasized.

Class Supplies: ● Chromebook--Charged @ home daily. ● Spiral or composition notebook ● Folder ● Pencil ● Planner

Contact Info: Susan Akstins	akstinss@cm201u.org Jennifer Atwell	oaksatwellj@cm201u.org Kevin Nash		nashk@cm201u.org 				708-367-2400

Personal &amp; Cultural Expression- Social constructions of reality

Patterns of speech influence the function of communication in terms of social constructions of reality.

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Self-management: Bring necessary equipment and supplies to class Communication: Use intercultural understanding to interpret communication

Students will learn the alphabet and correct pronunciation of letters. They will learn a range of greetings and common courtesies and will explore which to use in appropriate interpersonal conversations, contexts and situations. They will&nbsp; be able to introduce themselves and others.They will learn to communicate personal information such as phone numbers, email, and birthdays and inquire this same information of others. As such they will learn numbers from 0-31, months of the year, days of the week, and how to properly formulate dates in Spanish. They will be able to tell where they live, where they are from, and inquire the same of others. They will learn about Latin American geography (cities and countries) and various nationalities. They will also learn the following interrogatives: cual/cuáles (which, what);&nbsp; cómo (how), cuántos/cuántas (how many), cuándo (when)&nbsp; and dónde (where) de dónde (from where) ; the following verbs in the present tense: ser/estar (to be), vivir (to live/reside), tener (to have); the following singular subject pronouns: yo (I), tú, usted (you), él, ella (he, she); and the preposition de (of, from)

Identities &amp; Relationships- Identity formation, family makeup

Purposeful connections between identity formation and family makeup form community

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Communication: Make inferences and draw conclusions Communication: Organize and depict information logically

Students will compare family relationships in latin cultures to their own.They will learn to describe family members, pets and friends using a variety of descriptive and possessive adjectives. They will learn vocabulary for body parts, and will begin to learn colors.They will learn vocabulary for professions, and add the verb trabajar (to work) to their repertoire.They will learn basic sentence structure in order to form complete sentences. They will expand their conjugations of ser/estar, tener, and vivir with the plural pronouns: nosotros, nosotras (we), ustedes (you), ellos, ellas (they). Students will learn to recognize gender of nouns, pronouns, and definite/indefinite articles. They will learn to adapt adjectives to nouns, pronouns and articles based on gender and number, as well as placement of descriptive, intrinsic and quantitative adjectives. They will learn the following interrogatives: quién/quienes (who) and por qué (why); as well as the following conjunctions: porque (because), y (and), pero (but), and o (or).

Personal &amp; Cultural Expression: Artistry, craft, creation, beauty

Creation of communication often involves consideration of audience and style.

Communication: Use a variety of media to communicate with a range of audiences. Communication: Give and receive meaningful feedback.

Students will create questions to ask for a tv interview that will communicate with a given audience. Students will consider voice and style in the creation of their final product. 

Communication through narrative enables interpretation of personal expression.

Self-Management (Organization): Use appropriate strategies for organizing complex information

Students will explore how to analyze fables, construct one with elements learned throughout the unit, and present it to an audience. 

Orientation in Space &amp; Time: Interactions

Refining movement can lead to changing interactions

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Self-Management (Affective): Practice being aware of body-mind connections Communication: Use a variety of speaking techniques to communicate with a variety of audiences Social (Collaboration): Work effectively with others

Students will work collaboratively to refine movements. Learners will develop knowledge of badminton and volleyball skills, refine, and demonstrate through performance assessment.

Movement can be a powerful way to express and communicate themes, ideas, and beliefs. 

Communication: Interpret and use effectively modes of non-verbal communication techniques and use them purposefully. Communication: Give and receive meaningful feedback. Social (Collaboration): Help others to succeed Self-Management (Affective): Practice bouncing back after adversity, mistakes and failures

Students will need to recall and apply skills, techniques, strategies, and movement concepts during their dance. Students will need to recall and apply information to adjust movements during dance.

The creative process can lead to self-expression through musical composition and playing of instruments. 

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Thinking (Creative): Create original works and ideas; use existing works and ideas in new ways

Students will express their personal ideas through musical composition.&nbsp;Students will demonstrate understanding of drum playing and technique through performance.

Aesthetics of guitar performance can be observed through personal expression and an understanding of playing technique structure.

Students will express their personal ideas through musical composition.&nbsp; Students will demonstrate understanding of guitar playing through performance. Students will be prompted to write self-reflections after each Guitar Check in.&nbsp; Students will fill out their own summative rubric as a final self-reflection.

Music is an artistic expression of a time, place, and space which is influenced by and effects the evolution of culture

Research: Make connections between various sources of information

Use connections from prior Units to current Unit Statement of Inquiry Identify mood and theme as part of a Song Analysis Students identify Call and Response in music Students analyze components of songs Students will investigate the historical events of the Harlem Renaissance and document (using APA format) their influence on its music.

Learning Experiences &amp; Opportunities

Sixth grade is where the middle school experience begins for Crete-Monee Middle School students. It is also Year 1 of the International Baccalaureate (IB) Middle Years Program (MYP). Teachers spend time at the beginning of the school year acquainting students with the culture at Crete-Monee Middle School. Students are introduced to the MYP with a focus on the 6 Global Contexts, IB Learner Profile Traits, and Approaches to Learning (AtL) skills. MYP is a framework for quality curriculum design and instruction. The 6 Global Contexts help to focus learning within and across the eight subjects. The subjects are Arts, Design, Individuals &amp; Societies, Language Acquisition, Language &amp; Literature, Mathematics, Physical &amp; Health Education, and Science.

Key &amp; Related Concepts Global Context

Relationships Matter: What's the Message?

Characters' beliefs, connections, and relationships with one another drive the theme of a text

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Communication, reading, writing, and using language to gather and communicate information. Make inferences and draw conclusions. Use a variety of organizers for academic writing tasks.

Students use textual evidence to link a character’s actions with the character’s traits. Students analyze and gain a deeper understanding of a character by annotating characterization and relationship. Students use organizers and write constructive responses in order to identify themes conveyed by the author. 

Fairness &amp; Development Inequality, difference, &amp; inclusion

Authors of plays use specific structural elements to communicate themes, such as what is fair and what is not.

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Communication: Make inferences and draw conclusions Collaboration: Listen actively to other perspectives and ideas

Students will explore the manner in which playwrights communicate theme in dramatic works. &nbsp;Students will study a selection of plays that communicate a theme related to fairness/ unfairness. &nbsp;Students will learn to identify the structural elements of the plays and will explore how those elements serve to communicate the theme of the play. &nbsp;Students will analyze the plays that are read in class and will write an original dramatic scene that communicates the common theme of fairness/ unfairness.

"Music is the movement of sound to reach the soul for the education of its virtue." 	-Plato

Course Description: 6th grade science will be exploring 3 units: Exploring Planetary Systems (Objectives A and D), Electricity, Waves, and Information Transfer (Objectives B and C), and Biodiversity (Objective A, B, C and D), that provides inquiry based learning and supports our IB program at Crete-Monee Middle School.

Classroom Expectations: Expected classroom behaviors are the same as the school’s behavior code of conduct. If students fail to follow classroom behaviors and science safety rules, a warning will be issued. If the student does not correct his/her behavior, an alternate/independent assignment may be given. If the student is causing an unsafe environment, he/she will be removed immediately. ● Failure to follow proper lab safety will result in IMMEDIATE removal from the lab activity. Safety is our number 1 priority! ● Classroom clean up procedures MUST be followed each day.

Contact Info: 6A: Jenine Bartosh	bartoshj@cm201u.org 6B: Jen Orr			orrj@cm201u.org 6C: Lakisha Carter	carterl@cm201u.org 	 			708-367-2400

The artistry of aesthetics creates an expressive representation.

Communication: Give and receive meaningful feedback

Students will investigate and utilize the following materials to create an expressive representation: Color Wheel Crayola Paint Watercolor Paint Colored Pencils

Societies around the world express composition through a variety of visual cultures.

Students will be able to use the following media/skills to investigate visual cultures: Graphite Colored Pencil Marker Charcoal Zentangle

MYP Criterion

Patterns reinforce relationships between quantities. 

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Self-Management (Affective): Practice strategies to overcome distractions

Students will fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation

Scientific &amp; Technical Innovation: Adaptation

Changing original measurements is necessary to accommodate different needs.&nbsp; 

Self-Management (Affective): Demonstrate persistence and perseverance Communication: Give and receive meaningful feedback.

Students will be able to: Multiply Fractions Multiply Mixed Numbers Divide Fractions Divide Mixed Numbers

Globalization &amp; Sustainability: How is everything connected?

Relationships between the quantity and price of public goods impacts understanding of best value.

Social (Collaboration): Give and receive meaningful feedback

Students can compare prices of items that they buy at home to help save money on groceries or other items or services they purchase.&nbsp; Students will use concepts of unit rate, rate, and ratio.

Globalization &amp; Sustainability: Human impact on the environment

Measurement is a tool that can be used to determine available space that will enhance creativity of the form while analyzing the human impact on the environment.&nbsp; 

Self-Management (Affective): Demonstrate persistence and perseverance

Students will be able to: Determine the area, volume, perimeter, and surface area of geometric figures. Define and determine the perimeter geometric figures. Define and determine the area of geometric figures. Define and determine the area of composite figures Determine the volume of 3-D figures. Define and determine the volume of geometric figures. Define and determine the surface area of geometric figures. Deconstructing 3-D figures using nets.

Language &amp; Literature

Course Description: This course is an introduction to the Middle Years Programme Language and Literature curriculum. The aims of MYP Language and Literature are to encourage and enable students to: use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction; develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts; develop critical, creative and personal approaches to studying and analysing literary and non-literary texts; engage with a variety of texts, including short stories, novels, etc.; explore language through a variety of media and modes; and develop a lifelong interest in reading.

Class Supplies Needed: ● Chromebook--Charged @ home daily. ● Planner ● Writing Utensil ● Language and Literature Folder ● Notebook ● Novel (issued by Language and Literature teacher) ● Headphones/earbuds (used with teacher permission for specific academic tasks)

Contact Information: 6A: Hanni Reutter		reutterh@cm201u.org 6B: Lisa Teslow			teslowl@cm201u.org 6C: Kristen Bergthold		bergtholdk@cm201u.org (708) 367-2400

Developments in technology can manipulate artists identity.

Self-Management (Affective--&gt; Resilience): Give and receive meaningful feedback

Students will investigate and utilize the following materials to create 3D models and investigate artists identity: Modeling Clay Ceramic Clay Tissue Paper Beads

Orientation in Space and Time: Structure

Using an understanding of skill building in an artform will allow students to see growth and development.

Scientific &amp; Technical Innovation: Explore the natural world

Discovering mathematical relationships represented in the natural world can help make generalizations about numbers. 

Self-Management (Organization): Understand and use sensory learning preferences (learning styles)

Students will study: Integers - positive and negative integers, opposites, compare and order Rational Numbers on a number line - compare and order Absolute Value

Being able to represent relationships effectively can help justify characteristics and trends uncovered in communities. 

Self-Management (Organization): Keep an organized and logical system of information files/notebooks Research (Media Literacy): Communicate information and ideas effectively to multiple audiences using a variety of media and formats Thinking (Critical): Identify trends and forecast possibilities.

Students will be able to describe and use: Mean Median Mode Range Statistics - Data Collection Statistical Question&nbsp; Horizontal Bar Graph&nbsp; Line Plots&nbsp; Outlier

"History can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future." - Robert Penn Warren

"Science is the process that takes us from confusion to understanding..." 	- Brian Greene

Personal and cultural expression: artistry

Creativity in culinary arts is expressed through bias and purpose.

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Self-management (Self-motivation): Practice analyzing and attributing causes for failure. Self-management (Reflection): Develop new skills, techniques and strategies for effective learning Self-management (Reflection): Consider content

Students will learn about and compare Spanish and Latin American foods and mealtime traditions to their own. They will learn the vocabulary for foods, mealtimes, time of day, and the verbs comer (to eat) and beber (to drink). They will also learn to communicate their preferences, desires, likes and dislikes using the verbs preferir (to prefer), querer (to want), encantar (to be enchanted by) and gustar (to be pleasing to).They will also learn the verb deber (to have to, must) to express what they should eat. In order to use the verbs encantar and gustar correctly they will be introduced to the singular object pronouns: me (me), te (you), and le (him/her). They will learn how to formulate negative sentences to show dislike: No me gusta. Other vocabulary words to indicate where one eats such as restaurante, en casa/comedor. They will learn new adjectives pertaining to the description of foods. They will expand their usage of the verb tener to indicate hunger and thirst. They will learn the following interrogatives: qué (what), cuánto/cuánta (how much); and complete their knowledge of numbers from 32 and beyond.

"Mathematics is not about numbers, equations, computations, or algorithms: it is about UNDERSTANDING." - William Paul Thurston

"There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning." - Jiddu Krishnamurti

Sixth graders begin each day with their advisor in a 27 minute advisory. During advisory, students have time to connect with their advisor, hear the daily announcements, and prepare for their day. Students also work on PBIS lessons, MYP Character traits lessons, AtL skills, and Second Step during this time.

Sixth graders are required to take the following courses for the entire school year: Individuals &amp; Societies, Language Acquisition, Language &amp; Literature/Reading, Physical &amp; Health Education, Mathematics, and Science. Students who need additional academic support will have an opportunity to take courses offered at the appropriate instructional level. The placement in these intervention courses is based on specific criteria.

Sixth grade students will have Design Tech daily for one trimester and Connections daily for one trimeter. The other trimester will be one of the Arts courses. The course could be Art, Communication Art, or Music.

Course Description: Students in the 6th grade focus on active engagement with numbers by focusing on conceptual understanding, computational and procedural skills, and problem solving. The 6th grade standards require students to study the following areas: Numbers, Number Operations, Proportionality, Equivalent Expressions, Equations and Inequalities, Relationships in Geometry and Measurement and Data. Students will increase their understanding of the course material by participating in homework, class work, quizzes, tests, group and individual projects, independent problem solving, and oral presentations.

Class Supplies: ● Chromebook--Charged @ home daily. ● Pencils ● Spiral Notebook ● Folder ● Math Workbook ● Calculator ● Planner

Contact Info: 6A: Mike Deltgen		deltgenm@cm201u.org 6B: Tiffanie Shouse	shouset@cm201u.org 6C: Carrie Dragovic	dragovicc@cm201u.org 		708-367-2400

Students will develop skills to use technology appropriately for education and in real world applications.

Through innovation and fairness and development of systems, an individual’s ergonomic requirements can increase their ability to function within the world.

Students will develop, test and design an innovative product to help assist a patient in movement&nbsp; who has cerebral palsy. Students will repurpose given materials to create a universal therapeutic toy that strengthens fine or gross motor skills. Students will repurpose wooden blocks from a furniture store for an adaptive puzzle that meets universal design standards.&nbsp;

What Can We Learn from Different Civilizations

Significance Innovation &amp; Revolution

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Self-Management: Understand and use technology systems Research (media literacy): Select and use technology effectively and productively.

Civilizations have developed at different times and locations bringing about change and innovation that often influence how we view them today.

Students will analyze the Statement of Inquiry Students will discuss what makes each historical site famous Students will identify primary and secondary sources. Students will interpret the evolutions of the River Valley, Classical and Mesoamerican civilizations. Students will identify innovations of the Mesopotamians and understand the importance of them today Students will identify innovations of the Egyptians and understand the importance Tutankhamun discovery Students will identify the achievements of the Greek civilization and the significance of the development of city-states Students will understand how the Roman civilization changed over a period of time Students will interpret the achievements of the Maya and Aztec civilizations.

Dr. King: The Power of Written Communication

Identities based upon disparity and equity can change to fairness and development through peaceful protest.

Communication: Read critically and for comprehension Thinking (Transfer): Use effective learning strategies in subject groups and disciplines

Students will: * perform CLOSE reading strategies with annotations. * write a 6 sentence paragraph in response to the reading * comprehension writing prompt. * improve comprehension concerning the 13th amendment and Jim Crow laws necessitating the Civil Rights Movement through interactive activities. * increase knowledge about the works of Dr Martin Luther King, Jr through pre/post quick write activity. * increase understanding of the organizations and individuals associated with the Civil Rights Movement. * explore the governmental changes associated with the Civil Rights Movement. * recognize the 1963 bombing of the 16th Street Baptist Church as a unifying event concerning the Civil Rights Movement. *understand the importance of establishing alliances through written communication to achieve a common goal.

Students will investigate topics such as the health triangle, personality, effects of drug/alcohol use, fitness components, and personal hygiene. 

Identities &amp; Relationships: Identity formation

Through multiple ways of healthy communication, different scenarios may change perspectives and outcomes. 

Self-Management (Organization): Set goals that are challenging and realistic Self-Management (Affective): Mindfulness, emotional management, self-motivation, resilience Thinking (Critical): Practice observing carefully in order to recognize problems, evaluate and manage risk, identify obstacles and challenges and Analyzing and evaluating issues and ideas Thinking (Transfer): Using skills and knowledge in multiple contexts Self-Management (Reflection): Identify strengths and weaknesses of personal learning strategies Social (Collaboration): Take responsibility for one's own actions

Communication: Read critically for comprehension

Stories allow readers to make universal connections by sharing common themes and characters

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Students will define and identify elements of a story that deepen understanding quality narrative writing. Students will apply understanding of the components of quality narrative writing by creating their own narrative stories.

Fairness &amp; Development Inequality, difference, and inclusion

People use self-expression within their learning communities to discuss issues of fairness and development.

Communication: Negotiate ideas and knowledge with peers and teachers. Collaboration: Listen actively to other perspectives and ideas.

Students are actively practicing using a learning community to discuss issues of fairness through Socratic Seminars on the topics.

Approaches to Learning skills are critical for students to learn how to learn. All teachers are responsible for teaching and providing opportunities for students to develop and apply these thinking, social, communication, self-management and research skills.

Over time, students should become aware of how they learn best and how they can assess the effectiveness of their learning. This kind of self-regulated (independent and autonomous) learning help students:

• reflect purposefully on their learning (metacognition) • understand the diversity of human learning needs • evaluate and provide evidence of their learning • meet MYP subject group aims and objectives • share responsibility for creating productive, cooperative and safe learning environments • develop the confidence to try new strategies and explore new concepts and contexts for learning • prepare for further study and responsible participation in local and global communities

AtL skills are informed by, and support the development of, the attributes of the IB learner profile. -MYP: From principles into practice

"Art is the most intense mode of individualism that the world has ever known." - Oscar Wilde

Course Description: During this course students will: • Using inquiry to explore physical and health education concepts • Participating effectively in a variety of contexts • Understanding the value of physical activity • Achieving and maintaining a healthy lifestyle • Collaborating and communicating effectively • Building positive relationships and demonstrating social responsibility • Reflecting on learning experiences

Class Expectations: All students in Physical Education class are held to a high standard and are expected to conduct themselves in a well-behaved and respectful manner at all times. Above all things, kindness to others and good sportsmanship is expected from all students.

Contact Info: Scott Coppens		coppenss@cm201u.org Keith Coppens		coppensk@cm201u.org Michael Henderson	hendersonm@cm201u.org Jenna Trojniar		trojniarj@cm201u.org Ted Trulley			trulleyt@cm201u.org Jennifer Weis			weisj@cm201u.org 				708-367-2400

Learning Skills in the MYP Approaches to Learning (AtL) Skills

<a href="https://docs.google.com/document/d/1Y5maHFzrXfwmArGhks1IM-xi4PD0FD9pRTUHAGJ1k8I/edit?usp=sharing">Thinking Skills</a>

<a href="https://docs.google.com/document/d/1ZX0EUlFyaJBrsxZ36dz_GdGAnoXOfrhsbm7loFA-WEU/edit?usp=sharing">Social Skills</a>

<a href="https://drive.google.com/file/d/1zrQHXkJrS94GRD-BaGjN4JvgOldHpTbT/view?usp=sharing">Communication Skills</a>

<a href="https://docs.google.com/document/d/1Eh4GrMVjOpr6fL72M0o1FBusrlmWmKMijU3GX_xat1w/edit?usp=sharing">Self-Management Skills</a>

<a href="https://docs.google.com/document/d/1Bc1fhNHYjVi-5UM9SK_MSG_onrj7_mCw3j-YZkxFhbQ/edit?usp=sharing">Research Skills</a>

<a href="https://drive.google.com/file/d/1UUClKuAPctjNGIxvryeXSUfmALPh-RwZ/view?usp=sharing">Critical Thinking</a>

<a href="https://drive.google.com/file/d/1t7i3-nAvmIfKcNBg8SIW4L0mlQ25L428/view?usp=sharing">Collaboration</a>

<a href="https://drive.google.com/file/d/1DIBoP_oJXtOtgXYL0IDjRC2T0hROkDNX/view?usp=sharing">Communication</a>

<a href="https://drive.google.com/file/d/1_XAEP4XbQwsdgsxGyhXTBoSEtsyvLJpo/view?usp=sharing">Organization</a>

<a href="https://drive.google.com/file/d/129vX8wNleME6X39KSSTDXLhwng-lB07E/view?usp=sharing">Information Literacy</a>

<a href="https://drive.google.com/file/d/1TwPrMGvJLYsTVJ2_xOXyIGZOUVXGGd1x/view?usp=sharing">Creative Thinking</a>

<a href="https://drive.google.com/file/d/1xHsqvq-vCYFfZXAQL9oI75kTW3yPG83Z/view?usp=sharing">Affective </a> <a href="https://drive.google.com/file/d/1xHsqvq-vCYFfZXAQL9oI75kTW3yPG83Z/view?usp=sharing">Skills</a>

<a href="https://drive.google.com/file/d/1J2HKoTj7EBUuwhJQp6QtTTC6vhtuMZKw/view?usp=sharing">Media Literacy</a>

<a href="https://drive.google.com/file/d/1HAzubGiXMwZLEnZ4XmS8CetMbVqgMP1D/view?usp=sharing">Transfer</a>

<a href="https://drive.google.com/file/d/1eUujB4DZwXhGzPJn21ghFJDF0Dn6KXsa/view?usp=sharing">Reflection</a>

IB MYP Assessment Criterion

IB requires teachers to regularly report student progress towards the MYP objectives using the established subject-group assessment criteria. The criteria for each subject group represents the use of knowledge, understanding and skills that must be taught. They encompass the factual, conceptual, procedural, and metacognitive dimensions of knowledge.

Assessment strategies include but are not limited to:

• Observation • Selected Response (tests and quizzes) • Open-ended Tasks (presentation, essay, diagram, or a solution to a problem) • Performance (composition, research report, presentation, or a proposed solution) • Portfolio Assessment

Course Description: The purpose of this course is to provide a solid foundation for beginning art students in drawing, painting, and printmaking. Students will become familiar with the principles and elements of design while completing a variety of assigned projects and experimenting with different media and processes. In addition to art production, students will be introduced to art history, art criticism and aesthetics.

Class Supplies: ● Chromebook--Charged @ home daily

Contact Info: Linda Johnson		johnsonli@cm201u.org 			708-367-2400

Globalization &amp; Sustainability: Urban planning

Modeling using a logical process that involves the simplification of patterns helps us to understand urban planning as it relates to sustainability and globalization.

Students will study/be able to: Exponents Order of Operations Modeling and Writing Equations Evaluating Expressions&nbsp; Equivalent Expressions Solve Inequalities Write Inequalities Graph Inequalities

"To learn a language is to have one more window from which to look at the world." - Chinese proverb

Course Description: This course is designed to give students the chance to inquire into a wide range of human activities from various perspectives, so they may better understand and respect the world around them based upon Five Building Blocks of a Civilization (Government, Written Communication, Organized Worship, Artistic Expression and Social Structure).

Class Supplies Needed: ● Chromebook--Charged @ home daily ● Two Pocket Folder ● One Subject Notebook ● Pencils

Contact Info: 6A: Karen Gardner	gardnerk@cm201u.org 6B: Charles Simmons	simmonsc@cm201u.org 6C: Deidre Jenkins	jenkinsd@cm201u.org 				(708) 367-2400

Course Description: This course is designed to teach students how to implement the inquiry model to solve real-life problems and be a balanced and successful citizen of the world. The individual student will learn strategies to become successful as a working member of a group and society as a whole. The class will be taught through technology utilizing Google Classroom assignments, whole group discussions, small group collaboration, and authentic life experience education.

Classroom Expectations: All students are expected to act with personal integrity, civility, respect other students’ dignity, rights and property, and help create and maintain a classroom in which all can succeed through the results of their own efforts. An environment of academic integrity is requisite to respect for self and others and a civil community.

Contact Information: Katie Dean		 		deank@cm201u.org Tina Kenebrew			kenebrewt@cm201u.org Charlene VanHootegem	vanhootegemc@cm201u.org 	 (708) 367-2400

Conceptual Learning in the MYP Classroom

Conceptual learning focuses on powerful organizing ideas that have relevance within and across subject groups. Concepts reach beyond national and cultural boundaries. They help to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, build the capacity to engage with complex ideas and allow transfer of learning to new contexts. -MYP: From principles into practice

MYP classrooms are active, engaging and focused around inquiry.

Personal &amp; Cultural Expression: Products, systems, and institutions

Symbols are used to identify and create structure, allowing us to create and express ideas.

Students will be able to read and write musical notation. Students will understand the structure of musical notation. Students will communicate ideas that are written on music through playing.

Personal and Cultural Expression: Artistry, craft, creation, beauty

The aesthetics of music emerge best through artistic composition and self expression, allowing us to characterize personal and/or cultural ideas.

Students will be able to use their previous knowledge on music literacy to compose an original work using soundtrap.

International Baccalaureate Middle Years Program

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Identities &amp; Relationships: Teams

Teams with purposeful movements and effective communication gain a competitive advantage.

Communication: Interpret and use effectively modes of non-verbal communication techniques and use them purposefully. Communication: Give and receive meaningful feedback. Social (Collaboration): Help others to succeed