Describes a lesson plan that explains the role of compromise as a method of resolving conflicts for use in a sixth-grade world cultures class. Includes activities, assessment, reteaching activities, and an extension project involving student skits. (DK)

Describes using an open-ended personal-inquiry instructional model to teach fifth- and sixth-grade students how to author interactive multimedia stories using HyperCard. (SR)

Describes a four-week poetry workshop for fifth and sixth graders that tied into the school's focus of study of ancient Egypt and Greece. Describes how the author read poems by Keats and Shelley to the students as they drew pictures while listening, and then wrote poems in response to their own art work. Includes 12 poems written by students. (SR)

This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)

Intended to increase reading motivation in students, this book features tales of ghosts and poltergeists. The tales range from the legendary to the contemporary. These accounts of ghost stories in the book provide subject matter for thoughtful interpretation and discussion, while challenging students in four critical reading categories: main idea,…

This book focuses primarily on mathematics content but restates it in the current context of expanded pedagogical knowledge. It covers content that is traditionally introduced through the sixth grade and carries the development of it into the seventh and eighth grades. The book introduces some newly important concepts as well, but other topics…

Describes establishing and running a credit union in a sixth-grade classroom. By establishing a classroom credit union, students can develop independence in solving real problems and model situations that occur in the real world to solve similar problems. (ASK)

Describes how a teacher new to social studies created a social studies curriculum that was real, authentic, and interesting by teaching social studies through language arts with current events as the framework. (SR)

Presents an art project where students are asked to use paper to create a product for a business, such as paper flowers. Explains that the project works well for sixth- and seventh-grade students. Discusses the process of creating the product and the product exchange. (CMK)

Notes how the authors visited a sixth-grade classroom in an urban setting to teach students about jazz using children's literature. Describes how they played the music, talked about its basic structure and unique characteristics, read books aloud about the major musicians, and encouraged the students to experience the music for themselves. (SG)

Examines current educational thinking about the development of children's writing, story structure and its functional components, and economy in writing. Strategies that teachers and teacher librarians can use to improve students' work are suggested, and an annotated bibliography of seven childrens' stories is provided. (eight references) (EA)

Describes an electronic debate conducted by fifth and sixth grade classes in Pennsylvania. Students sent speeches to each other via electronic mail. In the process, they learned about working with a modem and bulletin board; they strengthened their research and writing skills and examined social issues. (SM)

Describes a joint effort in a school/university partnership to develop, implement, and evaluate a literature-based approach to sixth grade social studies. Discusses theory and rationale; designing the unit; addressing prior knowledge; think sheets; head, hand, and heart of citizenship; developing personal responses; and program effectiveness. (SR)

Describes activities to be used with fifth and sixth graders to improve students' spatial sense with respect to three-dimensional shapes. Includes the use of cubes, triangular prisms, tetrahedrons, and square pyramids. (MKR)

Explores journal writing exchanges through the observations of a classroom teacher and a college professor as their students connected with one another in an authentic literary experience. Offers four suggestions for helping a journal exchange to proceed smoothly. (MG)