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Sophia Institute online Art of Teaching Waldorf Program

Art of Teaching Waldorf Grade 6

Lesson 5

HELP

Waldorf Methods/Reading and Math

Introduction

Language is our most important means of mutual understanding and is therefore the primary medium of education. It is also a highly significant formative influence in the child’s psychological and spiritual development and its cultivation is central to the educational tasks of Steiner/Waldorf education. It is the aim of the curriculum to cultivate language skills and awareness in all subjects and teaching settings. Clearly the teaching of the mother tongue has a pivotal role within the whole education.

Mathematics in the Waldorf school is divided into stages. In the first stage, which covers the first five classes, mathematics is developed as an activity intimately connected to the life process of the child, and progresses from the internal towards the external. In the second stage, covering classes 6 to 8, the main emphasis is on the practical.

Course Outline

Sophia Institute Waldorf Courses: The Art of Teaching Waldorf Grade 6
Lesson 1 / Waldorf Curriculum / Introduction
Lesson 2 / Waldorf Curriculum / Grades 4 - 6 (Part 1)
Lesson 3 / Waldorf Curriculum / Grades 4 - 6 (Part 2)
Lesson 4 / Waldorf Methods / Reading and Math / Introduction
Lesson 5 / Waldorf Methods / Reading and Math / Reading / Grade 6
Lesson 6 / Waldorf Methods / Reading and Math / Math / Grade 6
Lesson 7 / Waldorf Methods / Sciences / Chemistry / Introduction
Lesson 8 / Waldorf Methods / Sciences / Physics / Introduction
Lesson 9 / Waldorf Methods / Sciences / Life Sciences / Introduction
Lesson 10 / Waldorf Methods / Sciences / Geography / Introduction
Lesson 11 / Waldorf Methods / Sciences / Geography / Grades 1 - 8
Lesson 12 / Waldorf Methods / Sciences / Gardening and Sustainable Living
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Tasks and Assignments for Art of Teaching Waldorf Grade 6 /AoT65

Please study and work with the study material provided for this lesson. Use additional study material as wanted/needed. Then please turn to the following tasks and assignments listed below.

1. Create examples of curriculum that addresses the learning method and content appropriate for the grade 6 as follows, Curriculum examples should include outlines and goals, activities, circle/games, stories, and illustrations/drawings:
1.1. Create 2 examples that relate to "Speaking and Listening" for grade 6.
1.2. Create 2 examples that relate to "Narrative Content and Reading Material" for grade 6.
1.3. Create 2 examples that relate to "Grammar" for grade 6.
1.4. Create 2 examples that relate to "Writing and Reading" for grade 6.
2. Additionally submit comments and questions, if any.

Please send your completed assignment via the online form or via email.

Study Material for this Lesson

English Language and Literature/Class 6

Speaking and Listening

'A good strong diet' is needed in Class 6. Ballads, in  particular, are likely to satisfy with their dramatic  effects. Examples include: Horatius (from the  Lays of Ancient Rome) by Thomas Macaulay, The  Pied Piper of Hamelin by Robert Browning, Meg  Merrilies by John Keats, Sir Patrick Spens, John  Barleycorn by Robert Burns, The Rider at the Gate  by John Masefield, Schaffhausen by Brien Masters,  Via Dolorosa by Brien Masters. 

In addition to these, it is good to go on letting  the children recite nature poems in keeping with  the seasons, traditional and modern ones e.g.  When Icicles Hang by the Wall, Love's Labour  Lost, Shakespeare, The Scarecrow by Walter de la  Mare, The Snow Storm by Ralph Waldo Emerson,  Michaelmas Song by A. C. Harwood, Spring the  Travelling Man by Winifred Letts, Winter by  Christina Rossetti, Sea Fever by John Masefield and  countless others. (The examples given here are only  intended to exemplify the range.) 

Public speaking and elementary rhetoric  can be taught through the presentation of short talks as well as through preparing and delivering  exhortations, commands, directives (the pupils are  studying Rome!). Steiner was keen that the pupils  should experience the power of language to express  beauty as well as power.


Narrative Content and Reading Material

According to Karl Stockmeyer's record of what  Steiner had to say about this, it would be good to  tell scenes from more recent history. In practice  most class teachers tell stories from Roman and  Medieval history. Longer prose works are suitable  for reading. 


Grammar

In the original curriculum, Steiner laid great stress  on the subjunctive mood (Konjunctiv in German),  especially in connection with indirect speech, for  which the foundations have been laid with direct  speech in Class 5. However, Steiner's real interest in  connection with the subjunctive becomes obvious  in an example he gave: 

We now endeavour to give the children a  strong stylistic sense of what the subjunctive  mood is. As far as possible we should  demonstrate this by means of examples to  help them distinguish between what can be  directly stated and what has to be expressed by  means of the subjunctive. A strong feeling for  the inner mobility of language must become a  part of the children's sense of language. 30 

The original example given in the passage above  had the distinction between the statements, I'll see  to it that my sister learns to walk (i.e. I'll personally  ensure it happens) and I'm concerned that my little sister learns to walk (i.e. I expect someone  else to see to it). (Ich sorge dafur, dass mein  Schwesterchen laufen Ierne or Ich sorge dafur, dass  mein Schwesterchen laufen lernt). The distinction  is not as apparent translated into English. However  when we report what someone else has said and  cast doubt on the statement, or distance ourselves  from it, there is an equivalent shift of focus and  identification with the deed. 'I will come'becomes  in indirect speech: 'he said he would come'. This  can also imply: 'he said he would come but I don't  believe he will'. 

The third sentence depends on different spoken  emphasis (on said rather than would). This subtle  distancing can be experienced by the pupils once  they have mastered the technicalities of indirect  speech and reporting verbs (such as: she offered  the opinion that; he countered with; they denied  strongly; we asserted our rights; he went on to say;  she added etc.). The subjunctive as such, is better  dealt with in Class 7 or 8. 

In Class 6 one can discuss transitive and  intransitive verbs as well as infinite forms. Present  perfect can be introduced as an experience or  state which began in the past and continues in  the present, lasting, with all probability into the  foreseeable future e.g. I have lived in York for seven  years (and do not have plans to move away). 

The difference in meaning between the modal  verbs can, may, should, must, have to, would, ought,  should be (may/can be) explored. This provides  excellent opportunity for indirect moral education  in relation to necessity, possibility, duty and  lawfulness, capacity, desire and wish. 

Sentence parsing can be taught in Class 6. The  students enjoy this analytical activity, drawing  up columns of categories. Relative clauses can  be identified as well as adverbial phrases of tune,  place, manner, reason etc. 

It is also useful (and welcome) at this age to teach  abbreviations of all kinds as well as the common  symbols used in business letters and on keyboards.


Writing and Reading (and Essay Writing)

Here what was begun in Class 5 continues. There  is now more stress on accurately describing  experiments whilst at the same time imaginatively  and dramatically retelling scenes from history. The  children also write descriptions in connection with  nature studies and geography. Spelling continues to  be practiced. 

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