suggested+6th+curriculum

The idea behind the curriculum is that along the way there will be themes to incorporate/weave in somewhere in that time frame. This will ensure that from 6th-8th grade, each theme gets incorporated but not repeated, each theme is broached at an age/grade appropriate time, that at any given time of year all the Advisors in a given grade level are generally on the same page, but that Advisors still have a lot of freedom to figure out what makes sense to do in any given week, and exactly when and how they wish to manage a given theme.

When you see a theme, the idea is for you either to select lessons/activities from the accompanying link on this wiki, or do your own lesson/activity. If you do your own lesson/activity, please add it to the wiki! Note that there is plenty of space throughout this curriculum for many Advisories where you can do whatever you see fit -- including, if you like, any of the games and various miscellaneous lessons/activities that are provided on this wiki.

September 5th: Inclusion
Discussions can include "How do you make someone feel more welcome?" and "How do you make everyone in a class feel like they belong?" and can ask students to come up with some specific strategies for being inclusive, welcoming, e.g., "Come sit with us at lunch," "Do you want to join our game?", etc. Groups can also talk about getting out of their "comfort zone" and reaching out to peers they don't already know or that don't have obvious common interests.

September 12th, September 19th: Belonging
This is a good time for any challenges, bonding exercises, or "getting to know you" games you feel might help the group settle in. One such possibility is "Past-Present-Future" (See Games - Outdoor), another is "Would You Rather?" (See Games - Indoor).

This lesson is designed to help students make best use of their planner and binder, and share with each other tools that work well for them. Is a "binder" or "folder" system best for them? What do they keep in their locker? What supplies do they keep in their backpack? How do they remember things that aren't homework, such as to bring something home or to school, or to sign up for an extra-curricular class? How do they manage long-term projects?

There are two components to this lesson. One is understanding what good goal-setting looks like, and the other is a chance to set goals and then follow-up in a month to check in on how they're doing. Students should set goals during this Advisory with the understanding that they will come back to them in Advisory in about 4-5 weeks. //(Note of advice: In between, remind students a couple times about the goals -- to take a moment and remember the goals they made and ask themselves how they're doing -- because this will not only help students take the goals seriously, it will also increase the likelihood of success.)// For one possible "goal-setting" sheet you can use, along with a primer on the principles of "effective goal-setting," see the Goal Setting page.

October 17th: "Marin Headlands Prep"
The trip to the Marin Headlands will begin the following Tuesday, so this Advisory is dedicated to all last-minute details and prep needed for the trip.

November 7th or November 14th: "Goal-Setting" Follow Up
4-5 weeks after students have made their goals, devote Advisory to following up, as promised, to have a check-in, and discussion, around how each student is doing with their goals and why they are or aren't reaching them. In the meantime:

November 7th, November 14th, November 21st, December 5th, December 12th, December 19th
In these weeks, incorporate discussions that look at the social life of a 6th grader. Some areas you can cover along the way:


 * **How to have the "difficult conversation" with a peer (or teacher, or parent) when you are upset**. What are the essentials of making that conversation go well?

A couple possible resources for Advisors that you could draw from in guiding discussions:

- "10 Ways to Handle Difficult Conversations"

 * **When you are the target of teasing, meanness, exclusion, etc.,** when should you ignore/let it go, when do you need to talk directly to the peer, when do you need to go to a teacher/parent?


 * **The "Emotions" page** also has several lessons that could fit well into your "social-emotional intelligence building" curriculum during these weeks.