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Active Reading (Reading Comprehension): Students will read and understand 46 novels, cite strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, determine multiple themes and analyze in detail their development including how they interact and build on one another to produce a complex account, analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the themes, analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plot plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise, and distinguish what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). 

Fundamentals of Effective Writing: Students will be writing clear, coherent, and focused essays that introduce a thesis statement, organize complex ideas, develop the topic with wellchosen facts, extended definitions, concrete details, and quotations, use varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas, use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic and provide a concluding paragraph that supports the explanation presented (e.g., articulating implications or the significance of the topic. Students will be combining the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. 

Vocabulary Development: Students will integrate knowledge of individual words to enhance their writing, distinguish between the denotative and connotative meanings of words and interpret the connotative power of words, and identify and use the literal and figurative meanings of words and understand word derivations. 

Grammar: For the grammar module of the class, students will learn to identify and correctly use clauses—main and subordinate, phrases—gerund, infinitive, and participial, and mechanics of punctuation  semicolons, colons, ellipses, hyphens, understand sentence construction—parallel structure, subordination, proper placement of modifiers, proper English use—consistency of verb tenses, and proper English usage—consistency of verb tenses. 
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) 
Fridays 
4:00—6:00pm 
KYNOR 
In 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 xcoordinates 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 twoway 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 midterm and a final. Grades will be given. 
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 



The course is a 10 week seminar to introduce students to the topic of selftheories (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 4001,000 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 





