American International School of Egypt - East Campus

G R A D E 6

At AIS Egypt, we believe that curriculum must be based on a current, clearly articulated progression of Standards of Learning. These standards and corresponding Benchmarks must be sequential and dynamic to meet the needs of our unique students.

To that end, at AIS Egypt, we use the National Standards as our reference with specific standards of learning chosen from the state of Virginia. We believe that in doing so, we are able to meet the values and mission of AIS Egypt and provide quality learning and success for our students in the 21st century.

At AIS Egypt we are dedicated to using exemplary educational practices to provide students with a strong academic foundation. Our goal in designing our curriculum is also to address the affective domain. We wish to provide opportunities for students in their studies to utilize problem solving, inquiry, discovery and self direction as well as creative and critical thinking.

To ensure alignment and current pedagogy, we utilize a school wide curriculum review process where we review Standards and Benchmarks and match those with quality textbooks and learning resources.

All students are expected to carry a full program of studies. Grade 6 year long core courses include English- ELL, Arabic- AFL, Mathematics, Science, Social Studies-Civics, and Physical Education. Electives include French, Art, Music and Extended English.

Grade 6 students are required to study the following core subjects :

Core Subjects

Elective Subjects

Core Subjects

English (with Ms. Dalia Ramadan)

Introduction to the Course

This year will be a busy year filled with a wide range of topics and challenges. You will be expected to come to every class with an open mind and a strong desire to learn something new. Whether you are reading a new novel or giving a speech, you will experience so many different forms of the English language!
Term 1 Introduction: Classroom Procedures and Warm Ups
Communication: Working and Presenting in Groups
Reading: Non-Fiction Texts
  • Biographies and Autobiographies
Writing: Grammar and Punctuation
  • Sentence Structure
  • Parts of Speech
  • Coordinating Conjunctions
  • Correct use of apostrophe for contractions and possessives.
Narrative Writing
6+1 Traits
Basic MLA
Term 2 Reading: Literary Elements of a Novel
  • Setting
  • Theme
  • Plot
  • Character Traits
  • Tone and Mood
  • Internal and External Conflict
Mrs. Frisby and the Rats of NIMH
Communication: Media Literacy
  • Analyzing different forms of media.
  • Advertisements
Descriptive Writing
Reader's Response Journals
Term 3 Reading: Literature Circles
  • The Outsiders
  • The Music of Dolphins
  • A Wrinkle in Time
  • Maniac Magee
Oral Presentations and Speeches
  • Fact v. Opinion
Term 4 Greek and Latin Roots of Words
Figurative Language: Poetry
Research: Write an informative report
Informative writing

Math (with Mr. Monty Swiryn)

Here's a list of concepts and skills you will learn in sixth grade math. Most of these skills build upon similar skills you learned in the fifth grade.

1.Basic number operations:

a.mastery of math facts for all 4 operations
b.skip-counting -- multiples
c.mastery of long division -- with decimals
d.mastery in multiplying decimal numbers value -- both sides of the decimal point!
f.estimating problems with the 4 operations
g.comparing whole numbers -- use of <, >, =
h.rounding numbers -- both sides of the decimal point!
i.order of operations -- purpose of parentheses
j.factors and multiples and composite numbers
l.concept of exponents -- ability to evaluate numbers with exponents-- read and write numbers in exponential form; find the value
m.solving basic equations with one variable; concept of variables and expressions

2.Fractions and decimals:

a.concept of fractions
b.simplifying fractions
c.comparing fractions; identifying equivalent fractions
d.estimating fraction sums and differences
e.concept of decimal numbers
f.ability to recognize a fraction as a division problem
g.convert fractions to decimals and v/v
h.add and subtract fractions with common denominators
i.add and subtract fractions with unlike denominators
j.add and subtract mixed numbers
k.convert improper fraction to mixed number and v/v
l.multiply and divide fractions, mixed numbers
m.solving basic equations with fractions, mixed numbers

3.Number line:

a.ordering whole numbers, positive and negative
b.ordering decimals and fractions, positive and negative


a.recognizing triangles, squares, rectangles, circles
b.perimeter and area of rectangles

5.Ability to read a simple bar chart, pie chart


a.ability to read, speak and write numbers and decimals in word form
b.ability to read word forms of decimals and fractions and to write them in their mathematical forms
c.understand the meanings of:


Science (with Mr. Colton Marshall)

Course Sequence
Term 1
Experimental Design (Scientific Method)
Ask a Question
Do background research
Construct a Hypothesis
Test Your Hypothesis (experiment)
Analyze Your Data and Draw a Conclusion
Report Your Results

Earth's Waters
Properties of Water
Water Cycle
Water Conservation
Water Resources
Water Ecosystems
Physical and Chemical Reactions of Water

Term 2
Forces, Motion, and Energy
Identifying Potential and Kinetic Energy
Newton's Laws of Motion
Simple Machines
Energy Transformations
Calculating Formulas ( power, force, work)

Term 3
Matter and Basic Chemistry
Properties of Matter
Physical Change and Chemical Change
Periodic Table (elements)
Chemical Bonding
Chemical equations
Chemical Interactions

Term 4
Earth and Space Systems
Motion of the Atmosphere
Weather Systems
Air Pressure, Temperature, and Humidity
Basic Measurement for Weather Conditions
Sun, Moon, Earth, Meteors, Asteroids, and Comets
Space Exploration
Revolution and Rotation

Quarter 1

Living Systems and Earth's Resources

Quarter 2

Forces, Motion, and Energy

Quarter 3

Matter and Basic Chemistry

Quarter 4

Earth and Space Systems

6.5- The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include
a.) water as the universal solvent.
b.) the properties of water in all three states.
c.) the action of water in physical and chemical weathering.
d.) the ability of large bodies of water to store heat and moderate climate.
e.) the origin and occurrence of water on Earth (water cycle).
f.) the importance of protecting and maintaining water resources.

6.7- The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include
a.) the health of ecosystems and the abiotic factors of a watershed.
b.) divides, tributaries, river systems, and river and stream processes.
c.) wetlands
d.) estuaries
e.) major conservation, health, and safety issues associated with watersheds.

6.1- The student will plan and conduct investigations in which
a.) observations are made involving fine discrimination between similar objects and organisms.
b.) a classification system in developed based on multiple attributes.
c.) precise and approximate measurements are recorded.
d.) scale models are used to estimate distance, volume, and quantity.
e.) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables.
f.) a method is devised to test the validity of predictions and inferences.
g.) data are collected, recorded, analyzed, and reported using appropriate metric measurements.
i.) data are organized and communicated through graphical representation ( graphs, charts, and diagrams.)
j.) an understanding of the nature of science is developed and reinforced.

6.2- The student will investigate and understand basic sources of energy, their origins, transformations, and uses by
a.) identifying potential and kinetic energy.
b.) understanding that the sun creates almost all energy on the Earth.
c.) identifying renewable and nonrenewable resources.
d.) successfully record the transformations of energy (heat/light to mechanical, chemical, and electrical energy)

6.3 The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on the Earth's surface. Key concepts include
a.) The role of radiation convection in the distribution of energy

6.1- The student will plan and conduct investigations in which
a.) observations are made involving fine discrimination between similar objects and organisms.
b.) a classification system in developed based on multiple attributes.
c.) precise and approximate measurements are recorded.
d.) scale models are used to estimate distance, volume, and quantity.
e.) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables.
f.) a method is devised to test the validity of predictions and inferences.
g.) data are collected, recorded, analyzed, and reported using appropriate metric measurements.
i.) data are organized and communicated through graphical representation ( graphs, charts, and diagrams.)
j.) an understanding of the nature of science is developed and reinforced.

6.4-The student will investigate and understand that matter is made up of atoms. Key concepts include
a.) atoms are made up of elections, protons, and neutrons.
b.) atoms of any element are alike but different from atoms of other elements.
c.) elements are represented by chemical symbols.
d.) two or more atoms may be represented by chemical formulas.
e.) chemical equations can be used to model chemical changes.

6.1- The student will plan and conduct investigations in which
a.) observations are made involving fine discrimination between similar objects and organisms.
b.) a classification system in developed based on multiple attributes.
c.) precise and approximate measurements are recorded.
d.) scale models are used to estimate distance, volume, and quantity.
e.) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables.
f.) a method is devised to test the validity of predictions and inferences.
g.) data are collected, recorded, analyzed, and reported using appropriate metric measurements.
i.) data are organized and communicated through graphical representation ( graphs, charts, and diagrams.)
j.) an understanding of the nature of science is developed and reinforced.

6.3 The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on the Earth's surface. Key concepts include
a.) the motion of the atmosphere and the oceans.
b.) cloud formation
c.) the role of heat energy in weather-related phenomena including thunderstorms and hurricanes.

6.6- The student will investigate and understand the properties of air and the structure and dynamics of the Earth's atmosphere. Key concepts include
a.) air pressure, temperature, and humidity.
b.) how the atmosphere changes with altitude.
c.) natural and human-caused changes to the atmosphere.
d.) the relationship of atmospheric measures and weather conditions.
f.) basic information from weather maps including fronts, systems, and basic measurements.

6.8- The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include
a.) the sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets.
b.) relative size of and distance between planets.
c.) revolution and rotation.
d.) The history and technology of space exploration.

6.9- The student will investigate and understand public policy decisions relating to environment. Key concepts include
a.) management of renewable resources (water, air, soil, plant life, animal life.)
b.) management of nonrenewable resources (coal, oil, natural gas, nuclear power, mineral resources).
c.) cost/benefit tradeoffs in conservation policies.

6.1- The student will plan and conduct investigations in which
a.) observations are made involving fine discrimination between similar objects and organisms.
b.) a classification system in developed based on multiple attributes.
c.) precise and approximate measurements are recorded.
d.) scale models are used to estimate distance, volume, and quantity.
e.) hypotheses are stated in ways that identify the independent (manipulated) and dependent (responding) variables.
f.) a method is devised to test the validity of predictions and inferences.
g.) data are collected, recorded, analyzed, and reported using appropriate metric measurements.
i.) data are organized and communicated through graphical representation ( graphs, charts, and diagrams.)
j.) an understanding of the nature of science is developed and reinforced.

Social Studies-Civics (with Mrs. Danae Weekley)

Term 1

Standard CE. 1—learning the following concepts continuously throughout the school year.

Students will develop the social studies skills responsible citizenship requires, including the following:

a)Examine and interpret primary and secondary source documents.
b)Create and explain maps, diagrams, tables, charts, graphs and speadsheets
c) Analyze political cartoons, political advertisements, pictures and other graphic media.
d)Distinguish between relevant and irrelevant information
e)Review information for accuracy, separating fact from opinion.
f)Identify a problem. Weigh the expected costs and benefits and possible consequences of proposed solutions and recommend solutions using a decision making model.
g)Formulate an informed, carefully reasoned position on a community issue;
h)Select and defend positions in writing, discussion and debate.

Standard CE.3 The student will demonstrate knowledge of citizenship and the rights, duties and responsibilities of citizens by:

a)Describing the process by which an individual becomes a citizens of the United States.
b)Describing the First Amendment freedoms of speech, religion, press, assembly and petitioning the government, and the rights guaranteed by due process and equal protection of the laws—comparing and contrasting these rights given to US citizens to the freedoms given to Egyptian citizens in the draft Constitution
c)Describing the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues ( during the entire school year) and respecting differing opinions in a diverse society.
d)Evaluating how civic and social duties address community needs and serve the public good.

CE.4 To be learned and applied during the entire school year.

The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by:

a)Practice trustworthiness and honesty
b)Practicing courtesy and respect for others
c)Practicing responsibility, accountability and self-reliance
d)Practicing respect for the law
e)Practice patriotism
f)Practice decision making
g)Practice service to the school and/or local community


CE. 5 The student will demonstrate knowledge of the political process for both the US Federal government and the Egyptian government.

a)Describe the functions of political parties
b)Compare and contrast the similarities and differences of political parties
c)Analyze campaigns for elective office with emphasis on the role of media
d)Examine the role of campaign contributions and costs
e)Understand the ole of the Electoral College in the USA
f)Understand how to participate in government at the local, regional and national levels

CE.9 The student will demonstrate knowledge of how public policy is made in the USA at all governmental levels and compare/contrast this to how Egyptian public policy is made by:

a)Examining the impact of media on public opinion and public policy
b)Describe how interest groups and other groups in both the USA and Egypt can influence public policy
c)Describe the impact of international issues and events on decision making in both countries ( USA and Egypt)

CE. 2 The student will demonstrate the knowledge of the foundations of American constitutional government by:

a)Examining the fundamental principles of the consent of the governed, limited government, rule of law, democracy and representative government.

b)Explaining the significance of the Magna Carta, the Declaration of Independence, the Articles of Confederation and the Constitution of the US, including the Bill of Rights.

c)Discuss if these primary documents have any significance in the draft Egyptian Constitution—if not than what principle should be applied in order for Egypt to create ma representative democracy

d)Identify the purposes of the Constitution of the US as stated in its Preamble and discuss why the Preamble to the Egyptian Constitution is so different.

e)Identify the procedures for amending or changing both the US and Egyptian Constitutions.


CE.6 The student will demonstrate knowledge of the American Constitutional government at the national level by;

a)Describing the structures and powers of the US National Government

b)Explaining the separation of powers and the operation of checks and balances

c)Critically evaluating if the Egyptian Constitution structures its power in a similar manner and if not how does the draft Constitution need to be changed to make sure there is balance of power in the branches of the government.

d)Explain/simulate the lawmaking process as described in the US Constitution—research how the Egyptian governments lawmaking process works

e)Describe the roles of the Executive, Legislative and Judicial branches play in government and describe the regulatory boards

f)Explain the idea of federalism and its importance in power sharing within a government.

CE.10 Students will demonstrate knowledge of the judicial systems established by the US Constitution as well as knowledge about their own judicial system.

a)Describe the organization of the US judicial system at the national level as well as understanding original and appellate jurisdiction

b)Compare/contrast the judicial system in Egypt at this time.

c)Describe the importance of judicial review in the US court system

d)Compare and contrast civil and criminal court cases

e)Explain how due process protects people and ensures equal justice for all.


Replacing CE 7-8-9: Students will review the general knowledge of the historical sites that will be visited on the field trip to Washington DC.

* Depends on when trip to Washington will be may be done in term 3

a)Students will review the knowledge from previous standards about the US Constitution to better understand Constitution Hall.

b)Students will learn the importance of the Liberty Bell in the history of the USA.

c)Students will review the primary American documents covered earlier in the year.

d)Students will learn more about George Washington and the revolutionary

e)Students will get more historical details about Abraham Lincoln when we cover the 13th amendment freeing the slaves so they know more about his assassination

CE.11and 12 The student will demonstrate knowledge of economic decisions are made in the marketplace by:

a)Applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production and consumption.

b)Comparing the differences among traditional, free market, command and mixed economies.

c)Explaining competition in the marketplace

d)Comparing the characteristics of mixed economy which includes limited government interference, private property, profit and competition

e)describe the types of business organizations and the role of entrepreneurship.

f)Explain the circular flow that shows how consumers, business and markets interact

CE. 13 Students will demonstrate knowledge of the role of government in free different economic systems including the US government by

a)Explaining how governments provide goods and services.

b)Describing the impact of taxation, the different kinds of taxes and how this affects government spending and borrowing.

c)Describe the protection of consumer and property rights.

d)Recognizing that government creates currency and coins and that there are additional forms of money

CE. 14 The student will demonstrate knowledge of personal finance and career opportunities by:

a)Identifying talents, interests and aspirations that influence career choices.

b)Identifying attitudes and behaviors that strengthen an individual's work ethic and promotes career success.

c)Identifying abilities, skills, and education and the changing supply and demand for them in the economy.

d)Examine the impact of technological change and globalization on career opportunities.

e)Examine the importance of education to lifelong personal finances.

f)Examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investment, purchases, contractual agreements, warranties and guarantees.

Physical Education (with Mr. Bruce Croft Mr. Brian Witecha, and Mr. Steve Landvatter)

Students in Sixth Grade Physical Education combine fundamental skills into more complex movement forms in modified game, dance, and recreational activities. Cooperative and competitive small-group games are appropriate, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, impacting individual performance. Students solve problems and make responsible decisions as they work together. They exhibit a physically active lifestyle at school and outside the school environment.


SkillsSuggested Assessments

• Running
Beep test

• Strength

Students will learn how to properly assess their own physical fitness level through body composition and monitoring of proper heart rate before, during and after vigorous physical activity. They will develop a plan, including goals, strategies, and timeline for maintenance and/or improvement.

Students will develop skilled movement in relation to rhythm, using set patterns and changes in speed, direction, and flow.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.2c,8.3a, 8.3b, 8.3d, 8.3e, 8.4a, 8.4b, 8.4c, 8.4d, 8.4e, 8.5b, 8.5c,8.6a, 8.6b


Proper Setting

Prior knowledge
Directional setting
Back/forth w/ partner
• Bumping
Prior knowledge
Bump to partner
Serve receive

• Spiking
Proper foot work
Proper form
Striking/follow through
Body position
• Rules

Students will be able to pass proficiently for 5 minutes with proper form.

Students will learn the proper technique for setting forwards and backwards. They will learn when to use setting for a serve receive.

Students will be expected to complete fifteen overhand serves while having the ball land in specific areas on the court at least seven times.

Students will learn advanced rules such as; a carry, a push, etc…


Basic shots

Dropping the birdie

Underhand/forehand serve

Basic rules

Students will be able to perform all of the types of shots with accuracy.

Students will use both forehand/underhand serves with correct form and footwork.

Students will have the skills to play full length games, both singles and doubles.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.4a, 8.5a, 8.5b, 8.5c, 8.6a


Non-swimming rescue
Emergency procedures

Skills – rules for each stroke
Basic turn

Proficient in 200m

Diving from a standing position

Deep & shallow

Survival skills

Proficient in treading water 5 min

Students will learn all basic first aid skills in a pool setting.

Students will complete races in events from the 50m to team 400m with variations of strokes.

Students will learn proper exercises for various fitness goals in a pool setting.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.3a, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.4a, 8.5a, 8.5b, 8.5c, 8.6a


Basic Nutrition
Proper Meals
Balanced Diet
Body and Digestion

Fitness Plan
Benefits from having a fitness plan
Important of exercise to health

Anatomy of the Human Body
Effects of health on the human body


Students will learn the scientific aspects of how proper nutrients effects the body and their benefits.

Students will plan a diet for one month for a hypothetical individual.

Students will understand the importance of hygiene and why proper cleaning of the body is important.

Students will learn how diet and exercise affect the psyche of an individual.

Virginia Standards Curriculum Strands:

8.4a, 8.4b, 8.4c, 8.4d, 8.4e, 8.5b,8.5c, 8.6a, 8.6b


Basic Rules/Form

Active defenders
Controlling the ball

Long passes
Backhand/Forehand of stick

On net with goal keeper


Students will begin learning offensive and defensive strategies to better maximize level of play.

Students will be able to complete any shot and pass with high levels of accuracy.

Students will be able to demonstrate rules and strategies of hockey in game situations.

Students will learn advanced rules for off-sides and subbing.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.2b, 8.2c, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.5a, 8.5b, 8.5c


Proper mechanics of throwing overhand


Proper mechanics of swinging

Basic Rules/Safety

Students will learn advanced rules such as; in-field fly, tagging up, etc.

Students will learn how to properly fill in a scorebook will watching a game.

Students will be tested on quality and accuracy of throwing, fielding, and hitting.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.2c, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.5a, 8.5b, 8.5c, 8.6a


Active defenders
Trapping the ball

Long ball
Both feet, inside/outside of foot

Shooting on goal with a keeper

Students will go through advanced dribbling drills through cones and around defenders.

Students will learn a variety of shots depending on how your foot connects with the ball and proper form for heading the ball.

Students will go through and be tested on basic and advanced rules of the game.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.2c, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.5a, 8.5b, 8.5c, 8.6a

Basketball • Dribbling
Full speed
Head up
Between the legs
• Form Shooting (B.E.E.F)
Full speed
Opposite hand
• Free Throws
• Passing
Out of trap
On the move
Movement without the ball
• Strategies
Moving without the ball

Head on Ball
• Pick and Roll
Live ball moves


Court Awareness

Students will learn how to dribble between their legs with speed and how to properly use it to get around a defender.

Students will be able to complete a high percentage of layups and free throws with proper form.

Students will perform advanced movement passing drills such as three man weave and eleven man fast break.

Students will learn how to properly record a game in a scorebook.

Students will start learning variations of offense and defense and how to best match each technique up.

Students will start learning how to make a proper cut and how to fill spots on the court. They will also learn how to run down the 'lanes' of a court.

Students will tested for high level of gameplay.

Virginia Standards Curriculum Strands:

8.1, 8.2a, 8.2c, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.5a, 8.5b, 8.5c, 8.6a

Track and FieldRaces














Students will be given exercises to target specific muscle groups used in various track and field events.

Students will perform how to properly hand off and receive batons in a relay race.

Students will run all variations of races and will compete in groups.

Virginia Curriculum Standards :
8.1, 8.2a, 8.2c, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e, 8.5a, 8.5b, 8.5c, 8.6a

Arabic ( Mr. Mohamed Aly)

Grade 6 Arabic represents a progression from Elementary Arabic to Middle School Arabic. Students read and write compositions in Modern Standard Arabic, with a focus on the preliminary study of syntax. Students summarize novels and simple poetry to develop their verbal skills in language. Students become more familiar with the more advanced genres of literature as they advance from Grade 6 through 8.

AFL (with Mr. Amira Tawik)

There are 2 levels of Arabic as a Foreign Language (AFL) 6-8: Beginning and Advanced. Students in these courses are non- native speakers and are placed in the appropriate level based on their previous knowledge of Arabic and their score on a placement test.

Beginning: The main emphasis is on Modern Standard Arabic. The course requires 5 hours per week of classroom instruction and up to 10 hours of home assignments. A student who successfully completes the first year of MSA can expect to possess a working competence in reading and in writing Modern Standard Arabic.

Advanced: This course includes advanced reading and writing as well as lectures in special topics. At the end of the advanced course, students should be able to communicate with ease and clarity with native speakers.

Special Classes


Course Outline

Welcome to Introduction to French! This is a semester long class for beginners. Don't be intimidated by learning another language; we are going to have a lot of fun over the next semester. By the end of the class, you will have a good, basic foundation of the language. It will help you if you choose to take the high school-level French I class in 7th grade. The following is a week-by-week pacing guide of the class, including all vocabulary lists and worksheets:

Weeks 1-2

– Introduction to class

– Getting to know someone vocabulary

– French culture

Weeks 1 -2 Vocabulary:

Vocabulary List 1StudyStack

Weeks 1-2 Worksheets:

WS1 – Why is it important… WS2 – Dialogue WS3 – Toi-Vous

Weeks 3-4

– French culture (continued)

– Francophone geography

- Introduction to the Alphabet

- Quiz 1

Weeks 3-4 Worksheets:

WS4-Cultrual comparison Chart

Weeks 5-6

– Numbers 0-31

– Months

– Days of the week

– How to write out a date

Weeks 5-6 Vocabulary:

Vocabulary List 2StudyStack

Vocabulary List 3StudyStack

Vocabulary List 4StudyStack

Weeks 5-6 Worksheets:

WS5-Numbers Packet WS6-Bingo WS7-MonthsWS8-HolidaysWS9-Dates

Weeks 6-7

– Calendar Project : Students will create a year long calendar in French labeling months of the year, days of the week, and writing the number of each day. Students will label all Egyptian holidays as well as French holidays. Students will draw an image representing the month and label each part (example for summer- the sun, a beach, water, etc. all will be labeled in French.

– Quiz 2

Weeks 6-7 Worksheets:

WS10-Calendar WS11-Quiz 2 Review

Weeks 8-9

– Body Parts Vocabulary

– Articles

Weeks 8-9 Vocabulary:

Vocabulary List 5StudyStack

Weeks 8-9 Worksheets:

WS12-What Are Articles?WS13-Articles WS14a-Parts of the Body WS14b-Parts of the BodyWS15-Body Parts

Weeks 10-11

– Animals Vocabulary

- Flash Card Project

– Quiz 3

Weeks 10-11 Vocabulary:

Vocabulary List 6StudyStack

Weeks 10-11 Worksheets:

WS16-Vocabulary List 6 WS17-Animals WS18-Flashcard Project

Week 11-12

– Articles (continued)

– Items in a Classroom Vocabulary

Weeks 11-12 Vocabuary:

Vocabulary List 7StudyStack

Weeks 11-12 Worksheets:

WS19-More Articles WS20-Classroom Synonyms

Weeks 13-14

– Colors Vocabulary

– Adjective Placement

– Quiz 4

Weeks 13-14 Vocabulary:

Vocabulary List 8StudyStack

Weeks 13-14 Worksheets:

WS21-The Color SpectrumWS22-Adjective PlacementWS23-Colors CrosswordWS24-Colors/Classroom Puzzles

Weeks 15-16

  • –Review for Test

Virginia Standards of Learning for 6th-8th Grade French

In Closing

It should be your goal, as you enter into Middle School at AIS Egypt, to put forth your best effort in every subject. Education is a partnership between teachers and students. We both work for the same goal – success.

Art (with Ms. Betsy Knapp)

The standards for grade six emphasize exploration. Using the elements of art and the principles of design as a framework, students will investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media, using a variety of expressive and technical approaches. Students will understand the factors that distinguish artistic styles and that clarify the role of art in American culture. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences on the discipline of the visual arts.

Visual Communication and Production

6.1 The student will solve design problems, using color relationships selected from the color wheel.

6.2 The student will use (apply) the principles of design, including proportion, rhythm, balance, emphasis, variety, and unity, to express ideas and create images.

6.3 The student will use(apply) one-point perspective to create (demonstrate) the illusion of depth in a two-dimensional drawing.

6.4 The student will depict (demonstrate) the proportional relationships among the parts of the human body or among other objects.

6.5 The student will use visual memory skills to produce a work of art.

6.6 The student will use appropriate art media and techniques to create both visual and tactile textures in works of art.

6.7 The student will use chiaroscuro to create the illusion of form in a work of art.

6.8 The student will produce a kinetic work of art.

6.9 The student will utilize (explore)fantasy as a means of expression in works of art.

6.10 The student will use (explore) computer graphics and computer-generated text to create original works of art.

Cultural Context and Art History

6.11 The student will describe and discuss various types of collaborative art careers (e.g., architect, motion picture producer, animator, Web page designer, interior designer).

6.12 The student will identify the components of an artist's style, including materials, design, technique, and subject matter.

6.13 The student will identify major art movements in American culture from 1877 to the present, with emphasis on relating these movements to changes in science and technology.

6.14 The student will identify how artists contribute to society.

Judgment and Criticism

6.15 The student will discuss the ways that art can be persuasive.

6.16 The student will explain how the elements of art, the principles of design, art techniques, and art media influence meaning in works of two-dimensional and three-dimensional art.

6.17 The student will demonstrate inquiry skills and appropriate art vocabulary for

1.describing works of art;

2.responding to works of art;

3.interpreting works of art; and

4.evaluating works of art.

6.18 The student will interpret the ideas and emotions expressed in works of art, using appropriate art vocabulary.

6.19 The student will identify the relationship between art processes and final solutions.

6.20 The student will identify and examine ethical standards in the use of

1.print and digital images;

2.materials protected by copyright; and

3.information technology.


6.21 The student will respond to works of art and analyze those responses in terms of cultural and visual meaning.

6.22 The student will generate (formulate)philosophical questions regarding meanings in works of art.

6.23 The student will describe the manner in which the belief systems of a viewer may influence contemplation of works of art.

1.24The student will explain orally and in writing the means by which visual art evokes sensory and emotional responses.

Beginning Music (with Mr.Jason Muccinor and Mr. John M DePalatis)

The AIS Music Department provides a performance-based outlet for highly motivated students interested in music. 6th grade music is an introduction to instrumental and choral music with the goal of students dedicating themselves to the art of performance. Students in music are graded through performance and written assignments. Class activities include listening and performing quality music, music theory, sight singing and developing the overall musician. One formal concert each semester is required with more opportunities possible throughout the year.

Extended Studies – English and Math (with Mrs. Anne Neill and Mr. Art Brown)

Extended Studies is a semester long, pass/fail, elective course designed to support literacy, numeracy and study skills. Students are identified through careful consideration of MAP scores and teacher recommendation. The course is team-taught by the EAL Collaborative Teacher and Math Collaborative Support teacher at each grade level. These teachers also teach in collaboration with the mainstream teachers in the English and Math classrooms.


During class all students must abide by the following expectations:

  1. Be respectful to all AIS staff and students, and their property.
  2. Be compliant: do what adults ask you, when they ask you, with a good attitude.
  3. Be honest: no lying, cheating, or stealing.
  4. Be responsible.
  5. Speak English at all times in the classroom.


In the event of misbehavior on the part of a student, teachers will enact a continuum of consequences that may include (but not be limited to) a warning, lunch detention, after-school detention, and referral to Mr. Matt , Middle School Assistant Principal, and Mr. Kris Achter, Middle School Principal. Proper behavior is taken very seriously; misbehavior will not be permitted to interfere with the learning of any student and his peers. Parents, we appreciate your support at home regarding your student's school behavior!


The school year is divided into two semesters. Each semester consists of approximately 18 instructional weeks. Each semester is further divided into two nine-week grading terms. At the close of each nine week term, students receive a report card. The term report card indicates the grades earned in each class. Absences, if any, are recorded on the report card, which reflects the period attendance.

Semester 1 = Term 1 (9 weeks) & Term 2 (9 weeks)

Semester 2 = Term 3 (9 weeks) & Term 4 (9 weeks)

Progress reports are handed out approximately every four weeks into each term. If a student is receiving a “D" or lower, in any class, he/she will receive a progress report and will be instructed to share this information with his/her parents. Since the progress reports are issued to students, we require students to present progress reports to the parents and return the progress report with a parent signature. If a student is in danger of failing, teachers and/or the School Administration will contact the parents at least once in the term. Parents are strongly encouraged to monitor their students' academic progress online using Engrade.

Semester grades for Middle School Students (grades 6, 7, 8) are determined in the following manner:

First Term 50%

Second Term 50%

Formal reporting periods are four times per year, once per term. Parent/teacher conferences are held in November and in April. Below are the letter grades and their percentage equivalents:

Letter Grade % age

A+ 98-100

A 93-97

A- 90-92

B+ 88-89

B 83-87

B- 80-82

C+ 78-79

C 73-77

C- 70-72

D+ 68-69

D 63-67

D- 60-62

F Below 60

High achieving students are recognized at the Celebration of Achievement Assembly each term. Students may be listed on the Honor Roll each term if they achieve a high grade point standing. The Honor Roll is obtainable for Grades 6-8 and is compiled at the close of each term by using the student's grades.

Students receiving High Honors will have earned all “A" grades.

Students receiving Honors will have earned “A" & “B" grades.

Students receiving B Honors will have earned all “B" grades.

All students who achieve Honor Roll or High Honors are congratulated at the Celebration of Achievement assemblies at the end of each term.

Homework is assigned in the Middle School for reinforcement, practice of skills and/or enrichment for needing students. Homework may also be comprised of projects or presentations. Parents can assist their child by providing a quiet, comfortable place to work. Parents can also help by monitoring TV and electronic game use in order to help children develop a respect for learning. Parents should work to facilitate, and not complete, student work.

Middle School students can expect from 1-2 hours of homework per night (consisting of short and long term projects and assignments). Students who do not have their homework turned in on the day it is due will be subject to penalties pending the classroom expectations of each teacher.


Academic honesty means being truthful about your school work. Academic honesty means you do not:

  • Copy another person's work, ideas or words
  • Share information about a test or quiz
  • Cheat on tests and quizzes
  • Break exam protocol
  • Copy homework
  • Take credit for work you did not do

Using work that is not yours will result in receiving no credit for the assignment. AISE uses a plagiarism policy based on a widely used computer program called The policy based on the objective of clearly outlines the consequences of handing in work that contains plagiarized material.

Students and parents will be provided with copies of the policy early in the school year.


It is of the utmost importance that your student has access to the internet at all times. If your internet connection frequently has problems, please purchase internet access through a USB drive as a back-up. Several classes have websites that students must access daily. Also, many projects and assignments are based on the internet entirely.


Each term, a progress report and report card will be sent home to parents in order for you to review the progress your child has made.

Progress Report

Progress reports will be issued midway through each of the four terms of the AISE school year.

Report Card

Report cards will be issued at the end of each of the four terms of the AISE school year.

Parent Conferences

If you would like to set up a conference with one or more of your child's teachers, please contact the Middle School office to set up an appointment. Tuesdays and Thursdays are designated as conference days. If you have scheduled a parent conference, please arrive promptly in order to avoid having your conference re-scheduled.


Email should be used as the first line of communication with the Grade 6 team as it is the most efficient means of contact. It is very important that you have a working email address and have submitted that address to the middle school office. If you do not currently have an email, please make the effort to set up an email account. Do not hesitate to contact your child's teachers by email. Please allow 36-48 hours for a response from your child's teacher. Response time may be longer during weekends and holidays.


Name of Teacher



Colton Marshall

Science/Grade 6 Team Leader

Dalia Ramadan


Danae Weekley

Social Studies/Civics

Monty Swiryn


Anne Neill

Heba Ali

Grade 6 Extended Studies

Math Support

Bruce Croft

Brian Wietecha

Steve Landvatter

Physical Education (P.E.)

Mohamed Aly


Amira Tawfik


Susan Taha Arabic Social Studies

Betsy Knapp


John M DePalatis


Jason Muccino


Mike Smith

Middle School student advisor

MSA CESS  ib world school  ESOL  Council of International Schools  MSA

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