Barun Academic Center
Fall Session
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8th Grade
The CRITICAL WRITING FOR THE 8th GRADE is a small group class that provides instruction aligned with the California's Common Core State Standards in the following areas:
Active Reading (Reading Comprehension): Students will read and understand 4-6 novels, cite textual evidence that most strongly supports analysis and inferences, determine a central idea including its relationship to the characters, analyze the relevance of the setting (e.g., time, place, customs) to the mood, tone, and meaning of the text, analyze recurring themes (e.g., good versus evil) across traditional and contemporary works, provide an objective summary, and analyze significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.
Fundamentals of Effective Writing: Students will be writing clear, coherent, and focused essays that introduce a strong thesis statement that clearly previews what is to follow, organize concepts and information with logical reasoning and relevant evidence, use phrases and clauses to create cohesion and clarify the relationships among reasons, use precise language to establish and maintain a formal style and provide a conclusion that follows from and supports the argument presented. Students will be practicing the three writing genres (expository, persuasive arguments, and descriptive narratives) to include at least 500—1000 words in each composition.
Vocabulary Development: Students will integrate knowledge of individual words to enhance their writing, analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases, and use word meanings within the appropriate context and show ability to verify those word meanings by definition, example, restatement, comparison, or contrast.
Grammar: For the grammar module of the class, students will learn to use correct and varied sentence types and sentence opening to present a lively and effective personal style, identify and use parallelism, form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood, present items in a series and items juxtaposed for emphasis, and use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.
Some book purchases will be necessary. Students can expect homework and weekly quizzes. Grades will be given.
August 23—January 21 (22 weeks)*
*November 22—28 (Thanksgiving Recess)
*December 20—January 2 (Winter Recess)
Wednesdays 4:00—6:00pm LEE
In ENHANCED MATH 1 at the BARUN ACADEMIC CENTER students will learn to reason abstractly and quantitatively. Instruction will highlight 4 critical areas:
Algebra: Represent and solve equations and inequalities graphically. Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x). Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
Functions: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Geometry: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems.
Statistics and Probability: Summarize categorical data for two categories in two-way frequency tables. Fit a function to the data.
This group class is for the student enrolled in Math 1 (Integrated). Students can expect homework, quizzes, a mid-term and a final. Grades will be given.
M02A Enhanced MATH 1
August 23—January 21 (22 weeks)*
*September 6 (Labor Day Observed)
*October 11 (Columbus Day Observed)
*November 22—28 (Thanksgiving Recess)
*December 20—January 2 (Winter Recess)
*January 17 (Martin Luther King Day Observed)
Mondays 4:00—6:00pm CHANG
Life Literacy
The LIFE LITERACY course is a 10 week seminar to introduce students to the topic of self-theories (mindsets), to sharpen the skills they need to do well in school and how to live a better life. Students will study the latest research on what makes people happy, on how happiness at school improves the quality of work, on how people develop wisdom, and on what makes a life not just successful but meaningful. In this seminar, students will explore what new results in psychological science teach us about how to be happier, how to feel less stressed, and how to flourish more. The 10 weeks will also offer the chance to put these scientific findings into practice by building the sorts of habits that will allow us to live a more fulfilling life. Students will talk about how to prevent procrastination and how to harness our automatic processes to better achieve our goals in addition to thinking critically about how to use what we've learned towards our own happiness and to make a difference in our communities. Students will be writing both short and long essays to range from 400-1,000 words each in addition to reading works of philosophical, literary, and scientific depth. Some book purchases will be necessary. Students can expect homework and weekly quizzes.
September 9—November 18 (10 weeks)*
*November 11 (Veteran's Day Observed)
Thursdays 4:00—6:00pm JELNICK
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