| The ANALYTICAL WRITING course is a small group class that provides instruction aligned with the California's Common Core State Standards in the following areas: |
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Active Reading (Reading Comprehension): Students will read and understand 4-6 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). |
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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 well-chosen 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, domain-specific 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. |
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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. |
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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. | |
| E09A | ANALYTICAL WRITING (9th Gr) |
| August 19–January 24 (23 weeks)* | |
| *November 25–30 (Thanksgiving Recess) | |
| *December 23–January 5 (Winter Recess) | |
| Wednesdays | 4:00–6:00pm | KYNOR |
| In ENHANCED MATH 1 at the BARUN ACADEMIC CENTER students will learn to reason abstractly and quantitatively. Instruction will highlight 4 critical areas: |
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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. |
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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. |
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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. |
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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 19–January 24 (23 weeks)* | |
| *September 2 (Labor Day Observed) | |
| *October 14 (Indigenous Peoples' Day Observed) | |
| *November 11 (Veteran's Day Observed) | |
| *November 25–30 (Thanksgiving Recess) | |
| *December 23–January 5 (Winter Recess) | |
| *January 20 (Martin Luther King Day Observed) | |
| Mondays | 4:00–6:00pm | TRAN |
| In ENHANCED MATH 2 at the BARUN ACADEMIC CENTER, students will learn to reason abstractly and quantitatively, attend to precision, and model with mathematics. Instruction will highlight 4 critical areas: |
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Algebra: Solve quadratic equations by inspection (e.g., for x2=49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. |
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Functions: Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. |
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Geometry: Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two sides lengths is greater than the remaining side length; apply these relationships to solve real-world and mathematical problems. |
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Statistics and Probability: Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model. |
| This group class is for the student enrolled in Enhanced Math 2. Students can expect homework, quizzes, a mid-term and a final. Grades will be given. | |
| M03A | ENHANCED MATH 2 |
| August 19–January 24 (23 weeks)* | |
| *November 25–30 (Thanksgiving Recess) | |
| *December 23–January 5 (Winter Recess) |
| Thursdays | 4:00–6:00pm | TRAN |