WESTWOOD
Curriculum Night
September 26, 2013
Focus on Student Success
Grade 6
What can parents do to build high expectations for students?
 Actively organize and monitor their children’s time and materials
 Discuss or help with homework, assignments and projects
 Converse about school matters with their children
 Promote reading activities and daily independent reading
 Communicate the importance of education to their children and
become involved in the school
Grade 6 Language
Language Arts instruction is cross-curricular.
Grade 6 students will learn and practice language skills in all subject areas.
Writing:
- recount writing
- summary writing
- use of paragraphs
- narrative writing
- exposition writing
- point of view
- compare/contrast
- research skills –gathering information
- procedural writing
Reading:
- reading strategies
- deconstructing texts
- daily independent reading
- CASI reading assessments
- making inferences
- making connections
- summarization
- finding the main idea
- a variety of fiction and non-fiction texts
(e.g. biographies, creation stories, poetry,
articles, novels and short stories)
Oral:
-
listening behaviour
listening comprehension
communication of ideas
interpreting oral texts
use of tone and voice
presentation skills
group work skills
Language instruction is crosscurricular…
Teachers who use cross-curricular themes
create active readers and writers by engaging
students in authentic literacy tasks that emerge
naturally from interesting and worthwhile
topics and ideas. Authentic tasks are defined as
"ones in which reading and writing serve a
function for children..." and which "involve
children in the immediate use of literacy for
enjoyment and communication" (Hiebert, 1994,
p. 391). They focus on student choice and
ownership; extend beyond the classroom walls;
involve a variety of reading and writing
opportunities; promote discussion and
collaboration; and build upon students'
interests, abilities, background, and language
development (Hiebert, 1994; Paris et al., 1992).
Cross-curricular themes integrate the language
arts (reading, writing, speaking, listening,
viewing, and thinking) across a variety of
content areas, such as science, social studies,
art, and so forth.
Media Literacy:
- making inferences
- examine and produce a variety of media texts (e.g. advertising, newspapers, magazines)
- identifying perspective and point of view
Grade 6 Science & Grade 6 Social Studies
RESPECT FOR EACH OTHER AND THE ENVIRONMENT
In addition to demonstrating knowledge through sharing ideas and small and large group work,
students will be assessed based on their attitude and participation. “Look-fors” include staying on-task,
listening attentively, showing enthusiasm for learning, and showing respect for oneself, peers, teacher,
and the classroom environment.
Big Ideas in Science:
-Biodiversity
-Electricity
-Space
-Flight
This year, we will focus on relating Science and technology to society and the environment.
What this looks like:
 Classifying living things as well as discussing biodiversity, its contributions to the stability
of natural systems, and its benefits to humans.
 Researching diverse Scientists
 Examining how the use of electricity effects people and the environment
 Grade 6 Eco-Fair –Project-based learning with a focus on the environment
 Participating in Earth Day activities
Big Ideas in Social Studies:
-HERITAGE AND IDENTITY:
COMMUNITIES IN CANADA, PAST
AND PRESENT
-PEOPLE AND ENVIRONMENTS:
CANADA’S INTERACTIONS WITH
THE GLOBAL COMMUNITY
This year, we will focus on relating Social Studies to culture and the global community.
What this looks like:
 Learning about Culture –Aboriginal heritage, past and present
 Investigating how First Nation peoples across Canada lived and were affected by
their environment
 Discussing important characters in Canada’s past and present
 Investigating different perspectives on the historical and/or contemporary
experience of two or more distinct communities in Canada
Grade 6 Math 2013-2014
There are five strands of Math on which we will be
reporting.
PATTERNING AND ALGEBRA
 Number Patterns and Pattern Rules
 Solving Equations
 Representing patterns
 Patterns in Geometry
NUMBER SENSE AND, NUMERATION
 Large numbers: Comparing and
Ordering Numbers
 Multiples
 Prime and Composite Numbers
 Order of Operations
 Adding and Subtracting
 Multiplication and Division
 Decimals: Thousandths
 Comparing and ordering decimals
 Rounding Decimals
 Adding and Subtracting Decimals
Multiplying and Dividing Decimals
 Fractions
 Percents
 Ratios
DATA MANAGEMENT
 Interpreting data
 Finding Mean and Median
 Constructing and Interpreting Graphs
Coordinate Grid
 Surveys
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GEOMETRY
 Angles
 Classifying Figures
 Constructing Figures
 Nets
 Transformations
 Congruent Figures
 Similar Figures
 Line Symmetry
 Rotational Symmetry -Tiling Patterns
PROBABILITY
 Describing Probabilities
 Probability and Percent
 Tree Diagrams
Conducting Experiments
MEASUREMENT
 Area and Perimeter
 Capacity and Volume
 Surface Area
 Area and Perimeter
 Exploring Triangles, Rectangles, and
Parallelograms
 Volume and SA of Triangular Prism
Sketching Polygons
ONGOING:
 Effective use-of Mathematical
Instruments and Manipulatives
 Technology: Calculators and
Computers
The Arts
Grade 6 Drama and Dance
Drama and Dance is incorporated into core subjects such as Language and Social
Studies. Students in Grade 6 will develop an understanding of a variety of concepts
through participation in various drama experiences.
Some of these concepts include:
•role/character: considering in depth the inner and outer life in developing a
character; differentiating between authentic characters and stereotypes; using
gestures and movement to convey character
•focus and emphasis: using drama conventions to reveal or communicate key
emotions, motivations, perspectives, and ideas to the audience
ACTIVITIES MAY INCLUDE:
Getting to know you activities
Increasing awareness of self and
others
Cooperative Learning activities
Building Trust activities
Introduction to Movement
Improvisation
Tableau
Writing in Role / Perspective
Role-playing
Monologue
Scriptwriting
Reader's Theatre
Choreographed dance presentation
Grade 6 Visual Arts
Students in Grade 6 will develop understanding of a variety of concepts through participation in a
variety of hands-on, open-ended visual arts experiences.
ACTIVITIES MAY INCLUDE:
Drawing –line, value, shape, texture
Painting and Colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating
naturalistic images
Collage
Sculpture –clay
Art Critiques
Artist Studies
Art Reflections
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Grade 6
Core French
Teachers: Mme Cooke and Mme Arruda
INTRODUCTION AND CURRICULUM
Bonjour! The Grade 6 program is based on the Ontario Curriculum expectations for French as
a Second Language. It is designed to develop a range of essential skills in oral communication,
reading and writing. We are using the Visaqes 3 Program, as well as material from a variety of
other French language resources. We will spend the month of September reviewing basic
French: the alphabet, numbers, colours, objects and people in the classroom, classroom
requests, days of the week, months of the year, seasons and the weather. In Grade 6 Core
French, students learn to speak, read and write in French through activities such as listening
exercises with video or CDs, dialogues, role plays, interview, songs, games, short writing
assignments, projects, oral presentations and activities that integrate art and drama with
French.
One of the main goals of the program is also to encourage an interest and appreciation for the
language while making it relevant to students' daily lives. The program emphasizes the
development of basic vocabulary and simple grammatical structures. Activities completed in
class include: individual, pair, small and large group work. Students will be assessed on their
French knowledge and pronunciation. The majority of work will be completed in class so that we
can immediately assess individual progress.
HOMEWORK
Homework will be assigned at least twice a week and should take approximately 30 minutes per
evening or less. Types of homework include practice of new language structures through
worksheets, reading tasks, and conversation practice.
MATERIALS
Students should always come to class prepared with their binder, dividers, lined paper, a pencil,
an eraser, a ruler and their agenda. Extra photocopies for students who miss a class will be
made available as necessary.
ASSESSMENT AND EVALUATION
Assessment and evaluation are on-going. Assessment is used to gauge students' current skills and
plan for their improvement. Evaluation is used to test what knowledge or skills have been
learned. A variety of tools will be used, including the achievement charts (in the curriculum
documents, see http://www.edu.qov.on.ca/enq/curriculum/elementary/fsl.html). Assessment
and Evaluation will be based upon participation in classroom activities, short written
assignments, projects, tests, oral presentations, checklists, teacher observations and anecdotal
notes. Tests and evaluated projects will be sent home for parents to sign and return.
If you are interested in encouraging your child in French outside the classroom, we recommend
watching French television together (French CBC and TFO are good sources) and/or reading
simple picture books or listening to music CDs in French.
EXTRA HELP
Extra help is available. Students should see their teacher for days and times.
Westwood Middle School
Health and Physical Education Gr. 6/7/8
“Weightings by Key Learning Expectations”
Key Learning Expectations
Mark
STRAND A: ACTIVE LIVING
A1: Active Participation
 Regular participation, variety, lifelong activity
 Enjoyment, motivation
A2: Physical Fitness
 Fitness development through daily physical activity
 Personal fitness plans
A3: Safety



80%
Personal safety and safety of others during physical activity
Wearing full gym uniform and proper footwear
Injury Prevention
STRAND B: MOVEMENT COMPETENCE
B1: Movement Skills and Concepts
 Stability, locomotion, manipulation
 Body awareness, effort, spatial awareness
20%
B2: Movement Strategies
 Components of physical activities
 Strategies and tactics in all physical activities
STRAND C: HEALTHY LIVING
Health is evaluated separately as it has its own learning skills section on the
report card. At Westwood, students cycle through three health units
throughout the year.
TOPICS: Healthy Eating, Substance Use and Abuse,
and Growth and Development
C1: Understanding Health Concepts
 Understanding factors that contribute to healthy growth and
development
C2: Making Healthy Choices
 Applying health knowledge and making decisions
C3: Making Connections for Healthy Living
 Link to personal health and well-being
100%
Westwood Middle School
Music Department
2013-2014 Long Range Plans for grades 6, 7, & 8
Classroom Program:
Each Westwood student during the school year will receive 100 minutes of music instruction over each six-day
cycle.
The program consists of both a performance and non-performance component. The material played in class
stresses proper technique, tone development, application of their knowledge of musical terms, and personal skills
building. Independent practice at home is an extension of the performance component and HIGHLY encouraged
for each student. The non-performance component focuses on the study of music theory, music listening skills
development through the understanding of the elements of music, an introduction to the history of music,
opportunities for creativity, and responding to a variety of music-based activities and experiences. Most of these
activities and tasks are completed by an individual or group situations.
Extracurricular opportunities for music students exist in the form of participation in different concert bands(Juniorgr 6 & 7, and Senior-gr 7 & 8), the school choir (all grades), percussion ensemble, small ensembles, as well as
possible solo/duet opportunities. Public performance opportunities may be at music festivals in and out of the
school board, at school and community events.
Grade 6
Non-Performance:
-Rules and Expectations for
music
-Introduction to instruments
-Choosing an instrument
-Introduction to music
theory; music notation,
musical terms, note values,
metres, elements of music
-Introduction to Music
History: The Baroque
Period
Performance:
-Introduction to playing
instrument of choice
-Playing technique
-Embouchure development
-Posture, range
development
-Music (notation) reading
-Introduction to large
ensemble playing (unison)
-Application of music
theory knowledge
Grade 7
Non-Performance:
-Rules and Expectations for
music
-Review of instruments
-Review and continued
development of music
theory knowledge (music
notation, musical terms,
note values, scales, metres,
elements of music)
-Introduction to Music
History: The Classical
Period
Performance:
-Development of playing
technique on instrument of
choice
-Embouchure, posture,
range development
-Music (notation) reading
including a variety of styles,
metres, dynamics,
articulation
-Small and large ensemble
playing (unison and intro to
divisi parts)
-Application of music
theory knowledge
Grade 8
Non-Performance:
-Rules and Expectations for
music
-Review of instruments
-Review and expansion of
music theory knowledge
(music notation, musical
terms, note values, scales,
metres, elements of music)
-Introduction to Music
History: The Romantic
Period
Performance:
-Continued development of
playing technique on
instrument of choice
-Embouchure, posture,
range development
-Music (notation) reading
including a variety of styles,
metres, dynamics,
articulation
-Solo, Small, and large
ensemble playing (unison
and divisi parts)
-Application of music
theory knowledge
Homework:
Working on music at home reinforces what has been done/taught in the classroom and facilitates the learning of
new skills and techniques. The development of a student’s skill set increases with regular review and practice.
This can be achieved with regularly signing out their instrument and is HIGHLY encouraged to ensure each
student is meeting the performance expectations for their grade level. Each term, students will be required to
maintain a practice log that will form part of their mark.
Music theory and the study of music history will be done occasionally during class, but it will also be assigned as
homework. All work should be kept in a MUSIC BINDER (three ring with dividers for music, theory, and
history) and is required by each student. A mark will be given for the maintenance.
Students who require extra help in playing and/or theory are invited to meet with myself at an agreed upon time on
the following days: Tuesday, Wednesday, and Thursday from 8:00 to 8:35am. Other times may be available
with advance notice.
Evaluation:
All Westwood students will receive a grade for their participation in music. Students in grade 6 will receive letter
grades, and students in grades 7 & 8 will receive a number grade out of 100 on their report card each term. These
grades will be based on a combination of performance and non-performance based activities based upon the
following tasks and activities:
Music Binder, Practice Log, Journal, Daily playing in class, Homework, Assignments, Written Tests, and Playing
Tests
Resources:
Resources will include a band method book, specific exercises for specific instruments, teacher created exercises
and worksheets (performance and non-performance), band repertoire, videotapes, DVDs, CDs, overhead
transparencies, computer access (where possible), and music instruments. Occasionally we may be able to attend a
performance and/or have guest musicians/clinicians come to our school for workshops and other presentations.
Certain DVDs and CDs will be available for sign out to aid in your child’s musical development. I will also be
able to make recommendations to your child for any other materials that may be determined to reinforce or
complement their study/development.
Mr. M. Grieco
Head of Music
Westwood Middle School
6/7/8 A: LD CLASS CURRICULUM PLANS 2013-2014
The Program
The Learning Disabilities (LD) program promotes and nurtures a safe environment suited to the students’ learning style. Strategies and
programming address the needs of students as outlined in their Individual Education Plan (IEP).
Teaching Supports
Mr.Rhee, the core classroom teacher, and Mrs. Bliangas, the educational assistant, provide daily teaching programming and/or support
for Mathematics, Language Arts, Science (Gr.7/8), and Geography/History (Gr.7/8). Additional support is also provided to students
during rotary subjects (French, Physical Health and Education, Music, and Art) as the schedule permits. SEA claim computers are used
as much as possible, and the class as a whole, regularly uses technology such as computers and a Promethean Board.
LANGUAGE
Writing
Term 1: Poetry, Mystery Unit, Short Text Forms (Articles: News, Feature, Columns, Editorials, Reviews)
Term 2: Formal Speech, Longer Text Forms (Descriptive, Narrative, Expository, Persuasive)
Spelling (common and leveled words)
Reading
All Terms: Novel Studies, Word Studies, Individualized Comprehension/Vocabulary Studies
Oral Communication
All terms: Debates/Discussions, Speech and Other Presentations, Book Reports
Media Literacy
Term 1: Filming Term 2: Scanning Media
MATHEMATICS
Term 1
Gr.7/8
Strand: Number Sense and Numeration – Place Value, Rounding,
Estimating, Powers
Strand: Geometry – Angles, Triangular Properties, Symmetry
Strand: Measurement –Perimeter, Area, Circumference
Strand: Number Sense and Numeration – Number Theory, Factors,
Divisibility, Prime and Composite, Multiples
Term 2
Gr. 7/8
Strand: Geometry – Geometric Figures, Transformational Geometry
Strand: Number Sense and Numeration – Fractions: Equivalent,
Improper, Comparing, Ordering, Estimating, Operations
Strand: Data Management – statistics, collection, graphing
Strand: Pattern and Algebra – Integers, Symbols, Equations
DRAMA
Gr.7 –taught by Ms.Fay
Gr.8 – taught by Mr.Pantioras
ART
Gr.7 - taught by Ms. Press
Gr. 8 - taught by Mr. Pantioras
SCIENCE
Gr.7 –taught by Ms.Biederman
MUSIC
Gr.7 & 8 –taught by Mr.Grieco
PHYSICAL HEALTH & EDUCATION
Gr.7 –taught by Ms.Dharsee (LTO: Mr.Delac)
Gr.8 –taught by Mr.Dwyer
SCIENCE
Gr.8
Term 1:Mechanical Efficiency, Pure Substances and Mixtures
Term 2:Inventions and ScientificMethod, Structures and Mechanisms
HISTORY
Gr.7/8
Term 2: First Nations
GEOGRAPHY
Term 1: Physical Geography
ATTENDANCE/HOMEWORK
-
Punctuality at school (8:40am and 12:20pm) is very important to students’ SUCCESS
-
Incomplete classroom work will be assigned for homework
-
Studying for weekly quizzes (spelling, math) and at home reading
-
Regular communication with parents regarding academic goals and concerns
-
Please feel free to contact Mr. Rhee if you have any questions or concerns; the school
telephone number is 416-396-2480 or via email: [email protected]
WESTWOOD 6/7/8B CLASS
PROGRAM:
The Mild Intellectual Disability Program (MID program) provides students with a safe and nurturing
environment to help them be successful at school. Our program is guided by the expectations outlined in
the Ontario Curriculum and in the Individual Education Plan (IEP) of each student, which range from
accommodations and modifications to alternative expectations. This class serves to increase students’
knowledge of Literacy and Numeracy across the curriculum otherwise known as functional academics.
Other skills that are essential to future success such as social and organizational skills and various forms of
positive communication, self advocacy and life skills are also the focus of this program. Some of the
activities unique to our class that promote basic life skills include financial literacy, nutrition, problem
solving, and conflict resolution.
SUPPORT:




The maximum class size is 16 students.
Special Education Teacher (Ms. Garda)
One Educational Assistant (EA) (Mrs. Peters)
Overall school support: Guidance Counselor, Administrators, Social Worker
All students in this program have access to computer equipment both in the classroom and in other
locations. All of the students in the MID class have access to the Learning Commons which has a number
of additional educational software programs to promote student success.
During the rotary subjects, as listed below, the EA accompanies students to their designated areas and
supports the students in that class.
Rotary classes are as follows:
Grade 6
Grade 7
Grade 8
Health and Physical Education:
Mr. Delac/ Ms. Dharsee
Visual Arts: Ms. Tidgwell
Music: Mr. Grieco
Health and Physical
Education: Mr. Dwyer
Visual Arts: Ms. Press
Drama and Dance: Ms. Fay
Music: Mr. Grieco
Health and Physical
Education: Mr. Dwyer
Visual Arts: Ms. Press
Drama and Dance: Mr. Pantioras
Music: Mr. Grieco
HOME/ SCHOOL COMMUNICATION:
 Regular communication through the use of the agenda as well as regular email updates through the
Homework/Reminders/Announcements Chart
 Check out the school website schoolweb.tdsb.on.ca/westwoodms
 Follow us on Twitter westwoodms
 Homework will be sent home at times. Please read the agenda and
Homework/Reminders/Announcements Chart that arrives by email
If you have any questions, comments, or concerns, please feel free to contact
Ms. Garda at (416) 396-2480 or [email protected]
Grade 6 Home School Program
Teacher: Ms. Cooke

Grade 6 HSP students are integrated into the grade 6 classroom and spend half the day with their HSP
teacher, working on modified or accommodated programs for Math, Language, Social Studies and
Science. Students are integrated for all other subjects, with appropriate accommodations.

Students in the HSP classes each have an Individual Education Plan (IEP). The IEP outlines individual
academic goals for each student.

Individual Education Plans will be updated and revised according to student success on an ongoing basis.
All teachers have input into the IEPs of the students they teach.

Parents will be consulted in the development of their child’s IEP.

The HSP teacher work closely with students, other teachers, educational assistants, and parents to ensure
that HSP students experience success at school.

Students in the HSP program will be integrated for all field trips and special school events with the other
Westwood students in their grade and are expected to participate fully.
Our Goal: To ensure student success.
Gifted Program
2013 – 2014
This is our fifth year hosting the Gifted Program at
Westwood Middle School!
We have three classes: Grade 6 – Ms. Tidgwell
Grade 7/8 – Ms. Gudov
Grade 7/8– Ms. Sarai
 Each class follows the grade-specific Ontario Curriculum.
 Gifted programming includes rich inquiry based, hands-on learning.
 All Gifted students will follow a rotary schedule and travel for some classes (e.g. French,
Music, Physical Education).
 Students in the Gifted Program all have an Individual Education Plan (IEP). The IEP outlines
the general alternative program for gifted students in the areas of Research, Thinking, and
Awareness of Self and Others.
 Parents will be consulted in the development of their child’s IEP.
 The Gifted teachers work closely with students, other teachers, and parents to ensure that
students experience success at school.
 Students in the Gifted Program are included in special school events with other Westwood
students in their grades and are encouraged to become active members of the Westwood
community.
 Our goal: STUDENT SUCCESS!
Westwood Middle School Learning Commons
Facilitator of the Learning Commons: Ramandeep Sarai
Mission Statement:
Through access to diverse literature, technology and creative learning partnerships with staff, students
acquire the skills to become lifelong learners at the Westwood Middle School Learning Commons and
for the future.
Learning Commons Program: As our mission statement identifies, the purpose of the Westwood
Learning Commons program is two-fold: to inspire a love for reading and to teach the necessary
information and inquiry skills to thrive in our digital world and to reach the 21st century learner. As
such, the teacher-librarian works closely with the teachers to support and enhance classroom
endeavours. Furthermore, students have access to a range of technology in the Learning Commons.
Through innovative partnering with teachers and the teacher-librarian, students will have opportunities
to use various technologies to demonstrate their learning in rich meaningful ways. The program focuses
on reading for meaning and joy, learning and utilizing technology, and acquiring research skills. The
diversity of our Canadian culture is also reflected in the resources that are chosen and used in the
library program.
Extracurricular Clubs & Events:
LC Crew: An opportunity for
interested students to assist in the
Learning Commons by checking in
books, re-shelving materials, creating
book displays and helping out with
library events. A notice will be going
home shortly.
Scholastic Book Fair: An important fundraiser
for the library, scheduled to take place later in
the fall. Both student and parent volunteers will
be greatly appreciated. More details will follow.
Forest of Reading Book Club: A
program for students to read new
Canadian fiction novels and discuss
them with their peers. The club will
start in December.
Borrowing Policy: Students may borrow up to three books at a time for a 2 week period.
They may renew once. If students lose or damage a book, they will be asked to pay a partial
recover fee, between $5.00-$10 for soft cover and starting at $10.00 for hardcover. If the book is
new, they may be asked to pay the full price for the book.
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