English

• English 7
• English 8
• English Language
• Support 7th & 8th

Math

Math  Course Description

• Geometry Honors
• Algebra CC8
• Math CC8
• Math CC7-8
• Math CC7
• Math Algebra 7 CC8

Science

• Science 7
• Science 8

History

• U.S. History
• World History

PE

• Physical Education
• Health Guidance (with the Physical Education Program)

 

---

 

ENGLISH 7

 

TEXTBOOKS:

Units of Study: Narrative Writing by Lucy Calkins

COURSE DESCRIPTION:

Seventh grade English provides instruction in the skills of literary analysis, written composition, grammar, vocabulary development, and speaking. Our literature study offers critical thinking and writing experiences; students will participate in various activities, and discussions. The composition program emphasizes writing as a process: prewriting, writing, responding, revising, editing, and publishing. Our focus in grammar is parts of speech, punctuation, capitalization, and sentence structure.

Reading Workshop

The purpose of the reading workshop is to allow students to read books that interest them, while providing mini-lessons about literature and reading comprehension strategies. We hope that from this experience our students will read books that not only appeal to them right now, but will expand their literary tastes.

Inquiry Cycle

The purpose of the inquiry cycle is to develop student’s research skills.

Writing Workshop

The purpose of the writing workshop allows students to explore a variety of writing genres (narrative, informational, argumentative, and poetry) on topics of their choosing, while receiving mini-lessons devoted to developing their writing craft. This model of instruction will allow students to develop their writing skills through individualized feedback and instruction.

HOMEWORK:

1. Daily work and homework will be written on the board and posted on the google calendar. It is the students´ responsibility to record the homework and complete it in a timely manner. All homework is due at the beginning of class on the date specified.

2. Late homework and missing work will seriously affect grades. Points will be deducted for late homework; missing assignments will receive a zero.

NOVELS:

Selected novels for Literature Circles

Back to Index

---

ENGLISH 8

 

ENGLISH 8

English 8 offers a challenging curriculum focused on literary analysis of every text read and the development of writing for a specific purpose: argument, information, and narrative.  

READING:

Over the course of the year students will have opportunities to read books of choice, specific books for dystopian book clubs, a range of classic literature, and Night by Elie Wiesel. Students are expected to annotate every book they read based on the skills and strategies covered in class, as well as using the skills and strategies from previous units of study. Moreover, students will keep a Reading Notebook where they will write short and long responses to the literature they read, as well as track reading goals and thought about the text they read. Units will end with a celebration of completed works, which will demonstrate their understanding and analysis of a work of literature.

VOCABULARY:

Students will build their vocabulary through the study of Greek and Latin roots, prefixes and suffixes, as well as  receiving direct instruction regarding literary and academic writing terms. In addition, students will have access to Membean, a personalized vocabulary development program.

WRITING:

---

ENGLISH LANGUAGE DEVELOPMENT

 

ELD ENGLISH 7-8

COURSE DESCRIPTION:

This is an English Language Arts class for Beginning English Learners that is modeled after English 7 and English 8. The class focuses on a deep reading comprehension of short stories, poetry, and two class novels. The students will also write summaries, argumentative and analytical body paragraphs and essays, and creative writing pieces. This course provides Beginning EL’s with enriching access to core English curriculum.

MATERIALS:

Units of Study for Reader’s Workshop and Workshop

Independent Reading: www.kidsa-z

Short Story Reader for Grades 7-8: “Cinderella”; “The Rough-Face Girl” by Rafe Martin; “Yeh-Shen” by Ai-Ling Louie; “Mother and Daughter” by Gary Soto; “All Summer in a Day” by Ray Bradbury; Selected stories from Scary Stories to Tell in the Dark

Poetry Reader: Free-verse, Rhyming, Sonnets, and Haikus

ELD BEGINNING

COURSE DESCRIPTION:

This class focuses primarily on listening and speaking skills for Beginning English Learners who are new to learning English. Students will learn basic vocabulary, phrases, and grammar to establish a foundation for functional communication. In addition, students have time during the period to receive support on assignments for other subjects. This class works in conjunction with ELD English 7-8, providing students with designated English Language Development.

MATERIALS:

Textbook: Milestones Introductory Level

Vocabulary: A Word a Day Level 1

Other Curriculum: Systematic ELD units for Beginning to Early Intermediate Levels

ELD INTERMEDIATE

COURSE DESCRIPTION:

This class focuses on building functional reading and writing skills for Intermediate English Learners. Through interactive reading and writing activities, students will also secure their listening and speaking skills. In addition, students have time during the period to receive support for assignments in other subjects. This class works in conjunction with English 7 or English 8, providing students with designated English Language Development.

MATERIALS:

Textbook: Milestones Level A

Vocabulary: Greek and Latin Roots  

Other Curriculum: Systematic ELD units for Intermediate to Advanced Levels

ACADEMIC SUPPORT

COURSE DESCRIPTION:

This class is for Early Advanced and Advanced English Learners and is divided into two main focuses: grammar and language support for all subjects. Every day, students will start with a language exercise (grammar, vocabulary, reading skills, etc.), and then they will have time to work on assignments from other classes with the support of the teacher. All writing assignments will be checked by the teacher before being turned in to other classes.

Back to Index

---

GEOMETRY HONORS

COURSE CONTENT:

This Honors Common-Core aligned course is designed to formalize and extend students understanding of Geometry concepts. Topics covered include transformations, congruence of triangles and quadrilaterals, similarity, right triangle trigonometry, circles, geometric measurement, constructions, and an introduction to probability. Deductive reasoning is emphasized throughout with formal direct and indirect proofs. Students are expected to be highly motivated and have excellent algebra skills.

COURSE REQUIREMENTS:

Tests will be given at the end of each chapter. Periodic checkpoint quizzes will also be given. Homework will be assigned 4-­5 times a week and is due the day after it is assigned.

Back to Index

 

---

ALGEBRA CC8

TEXTBOOKS:

Springboard Algebra 1

COURSE CONTENT:

This accelerated course covers the standards of Common Core Algebra as well as Common Core 8. The content covered includes, but is not limited to, equations, inequalities, functions, extensions of linear concepts, exponents, radicals, polynomials, quadratic functions, statistics and probability.

COURSE REQUIREMENTS:

Successful completion of CC7/8 course. Students should have a scientific calculator, notebook, whiteboard maker, notebook, and pens/pencils. Students can expect weekly quizzes and summative assessments at the end of each unit.

Back to Index

---

MATH 8 CC8 

TEXTBOOKS:

Math in Focus Course 3 Book A (ISBN:9780547560113) and Book B (ISBN:9780547560090).

COURSE CONTENT:

This course covers topics from California’s adoption of the common core standards. Topics include solving linear equations, systems of linear equations, graphing linear equations, solid geometry, basic properties of exponents, and rigid transformations.

COURSE REQUIREMENTS:

Back to Index

---

 

Math 7 CC7-8

TEXTBOOKS:

COURSE CONTENT:

The class will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers ad working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two­ and three­ dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

In addition, students will be formulating and reasoning about expressions and equations, and analyzing two­ and three­ dimensional space and figures using distance, angle, similarity, and congruence, as well as understanding and applying Pythagorean Theorem.

COURSE REQUIREMENTS:

Successful completion of CC6 course and have met the requirements outlined by the district protocols. Students will be assigned homework daily. Summative assessments will be given at the end of each chapter. Additional formative assessments will be given periodically and projects will be assigned. Students are expected to bring homework, paper, pencil, and scientific calculator to class each day.

Back to Index

 

 

---

MATH 7 CC7 

TEXTBOOK:

Math in Focus Course 2 Book A (9780547560076) and Book B (9780547560106)

COURSE CONTENT:

This course is designed to prepare students for Common Core 8 Mathematics.

The class will focus on four critical areas: (1) developing an understanding of and applying proportional relationships; (2) developing an understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

In addition, students will have an opportunity to formulate and reason with expressions and equations, analyzing two- and three-dimensional figures using distance, angle, similarity, and congruence, as well as understanding and applying the Pythagorean Theorem.

COURSE REQUIREMENTS:

Successful completion of CC6 math course. Students will be assigned daily practice which will include homework. There will be formative assessments throughout each unit to check for understanding with a summative assessment at the end of the unit. Students will work on problem-solving through tasks and projects.

 

Back to Index

---

 

SCIENCE 7

1. Scientific Method
2. Ecology
   1. Worm Bin Design
   2. Photosynthesis and Cellular Respiration
   3. Frog Dissection
   4. Shoebox EcosysteM
3. Chemistry
   1. Conservation of Matter
   2. States of Matter
   3. Chemical and Physical Properties
   4. Chemical and Physical Reactions
   5. Chemical Bonding

1. Geological Time
2. Rock Layers and Formation
3. Fossils and their Formation
4. Pangaea

1. Natural Hazards and their predictions
2. Inventions for Improving Resource Allocation
3. Resource Availability

• Complete home and class assignments
• Organization skills, maintain an organized science notebook
• Complete in­-class design/engineering projects
• Collaboration with Peers and Adults

Back to Index

---

SCIENCE 8

 

 

 

• Human Impact
• Earth, Moon, Sun Systems
• Solar System and Beyond
• Waves
• Physics (Motion, Forces, and Energy)
• Heredity
• Evolution
• Engineering
• 8th Grade Challenge

 

 

• Come to class with planner, pencil, and science notebook/binder every day
• Complete all home and class assignments on time
• Keep all work organized in a spiral notebook or binder
• Actively participate during in­-class design/engineering projects

 

 

 

 

Back to Index

 

 

 

 

---

U.S. HISTORY

TEXTBOOKS:

United States History: Independence to 1914, Holt

COURSE DESCRIPTION:

This course will cover United States History from the Revolutionary Era through Reconstruction. This includes the Colonial Era, Constitution, Early Republic Period, Manifest Destiny, Civil War and Reconstruction. Post­-Reconstruction through the present will be covered in your junior year of high school. We end the year with a 20th Century project on a decade of student’s choice. Throughout our study of history, we will examine the essential question: What is freedom?

A big focus in 8th Grade History is moving beyond facts to analysis; in other words, moving from what to why. In addition to learning historical content, we will also focus on several academic skills. These skills include: making connections between what we learn in the classroom and our own lives; analyzing primary and secondary sources, maps and graphs; writing responses to essay questions, taking and studying from quality notes and working on multiple choice skills and strategies. Throughout the year, we will use a variety of activities and assessments, both inside and outside of the classroom.

Back to Index

---

WORLD HISTORY

TEXTBOOKS:

Medieval and Early Modern Times, Glencoe, McGraw Hill

History Alive, The Medieval World and Beyond, Teachers’ Curriculum (supplemental)
 

COURSE DESCRIPTION :

The emphasis in the medieval World History program will be designed for students to appreciate and respect people from around the world and how their ideas, traditions, beliefs, and actions contributed to the rise and downfall of major world civilizations. The program asks students to consider what life was like in the past and to apply lessons learned from the past to present life. The World History curriculum covers the years A.D. 500­-1789 and includes the study of Geography, Rome Empire, Byzantine Empire, Islamic Civilization, West African Kingdoms, Medieval China, Medieval Japan, Medieval Europe, Renaissance, Reformation, Americas, Scientific Revolution, Age of Exploration, and Age of Enlightenment.Our essential guiding question running through each unit is: How did the distant regions of the world become more interconnected through the medieval and early modern times?

The program will also help students become 21st century learners by developing key skills in reading, writing, and speaking along with using technology to guide learning. These skills include: making connections between what we learn in the classroom and our own lives; analyzing primary and secondary sources, maps and graphs; writing responses to essay questions, backing claims with evidence, taking and studying from quality notes and working on multiple choice skills and strategies. Throughout the year, we will use a variety of activities and assessments, both inside and outside of the classroom to assess and guide individual student learning.

COURSE REQUIREMENTS:

Each student will be required to:

• Complete home and class assignments in a timely manner
• Maintain an organized social studies  notebook
• Participate and complete in­-class activities and projects (promptly making up any absent work)
• Collaboration with peers and adults

Back to Index

---

PHYSICAL EDUCATION

 

The Physical Education staff at Egan is committed to providing all students the opportunity to gain an appreciation for obtaining and maintaining an active and healthy lifestyle.

We believe Physical Education at Egan is an integral part of the total educational process and with a positive learning experience in Physical Education students will develop a better understanding of a healthy and fit lifestyle­­ physically, emotionally, mentally, and socially.

We base our program on the six school board Physical Education framework goals:

1. Physical activity
2. Physical fitness and wellness
3. Movement skill and movement knowledge
4. Social development and interaction
5. Self­ image and self­ realization
6. Individual excellence

The Physical Education program will also include the following content areas:

1. Physical fitness
2. Rhythm and dance
3. Basic movement skills
4. Games and sports
5. Cooperative Games
6. Health Guidance

GENERAL PHYSICAL EDUCATION OBJECTIVES:

1. Teach basic fundamental physical skills
2. Expose students to a variety of physical activities and sports which incorporate carry­over and "lifetime" skills.
3. Stress "sportsmanship" and the ethics of fair and healthy play
4. Social integration.
5. Self­ awareness of the body and its fitness level.
6. Provide an opportunity for ALL students of ALL skill levels to participate and improve their level of physical ability

The 7th and 8th grade curriculums will be divided to meet the needs of the California State Content Standards for Physical Education. 7th grade classes will demonstrate an emphasis on individual sports skill and fitness with an introduction to some team sports activities. The 8th grade classes will be focusing on team sports and teamwork. The emphasis will be on the history, rules and strategies of the activities.
 

7TH GRADE:

Focus:

• Individual sports leading into team sports
• Cooperative Games
• Fitness Testing /Assessment/Goal­ Setting Volleyball
• Self-­Defense Basketball: Skills/3­on­3
• Soccer ­Micro: 3v3, 5v5, 6v6, etc.
• Track and Field
• Multicultural Dance
• PickleBall
• Softball

Focus:    

• Team Sports Flag Football Volleyball
• Fitness Testing/Assessment/Goal­ Setting Soccer
• Basketball Track and Field Badminton Street Hockey Softball Lacrosse
• Plyometric & Resistance Training Instructional Video Project
• Game Creation Project

Each quarter consists of at least two activity units. Assignments, assessments, and fitness will be incorporated into each of these units. Students receive an academic grade at the completion of each Quarter, according to the percentages above.

The ACADEMIC grade consists of points earned for daily participation, fitness tests, improvements, written tests, health grade, and assignments. LEARNING BEHAVIORS can be negatively affected by the below:

1. ­Disrespectful Behavior
2. ­Disruptive Behavior
3. ­Non­Participation
4. ­Use of Loaner Clothes (Responsibility)
5. ­Refusal to dress
6. ­Leaving clothes out in the locker room overnight unlocked
7. ­Abusive or foul language
8. ­Horseplay or fighting
9. ­Late to Roll Call
10. ­Eating, chewing gum
11. ­"Sagging" of the shorts or sweats
12. ­Not meeting required assignments on time
13. Not meeting the contract responsibilities

Students will also be graded on their abilities to make good choices, as well as, showing good citizenship by having a positive attitude, helping others succeed, promptness, a concern for safety, use of school materials and equipment, and an overall respect for others and the facilities.

UNIFORM:

ALL students are required to wear their own shirt and shorts. The sweatpants, sweatshirt and duffel bag are all optional. Each student is expected to take proper care of the clothes by keeping them locked in their P. E. locker and washing them at least once a week (Recommended take home Friday).

Clothes should be labeled in upper case letters with the first name, then the last name. If both names will not fit, the first name and last initial will suffice. SUSAN SMITH or SUSAN S.

Back to Index

---

HEALTH GUIDANCE (with the Physical Education Program)

TEXTBOOK/HANDOUTS:

COURSE CONTENT:

The Health/Guidance program is designed to assist the student in discovering, developing, and expressing all parts of his/her emotional and physical make­up. Much of the course time is spent on honoring and appreciating our likenesses and differences. The class is committed to providing an environment of support for each individual. The course will provide students with the tools to better deal with the changes they are experiencing and the decisions they will make as young adults.

HEALTH/GUIDANCE 7:

Students will meet one day a week all year long as part of physical education class. The major state ­mandated units covered in this course are Individual Growth and Development (i.e. self-­esteem, values, decision­-making, and conflict resolution), Nutrition, Family Life Human Reproduction Education, and Alcohol, Tobacco and Other Drugs.

HEALTH/GUIDANCE 8:

Students will meet one day a week all year long as part of physical education class. The major stated­ mandated units covered in this course are Family Life Human Reproduction Education, conflict resolution, alcohol, tobacco, and other drugs.

COURSE REQUIREMENTS:

1. Students should bring binders, pens, pencils, and binder paper to class each day.
2. Students should show courtesy and respect for each other and be responsible individuals.
3. Students should maintain in Health & Guidance/Physical Education the behavior standards expected in all classes at Egan School.
4. Students need a designated section in their binder for P.E./Health.

INQUIRIES:

Parents with questions or who desire a conference can call the 7th and 8th grade Health/Guidance teacher, Ms. Dena Zacanti at Egan (941­-6174).

Back to Index

 

---

 

---

 SUPPORT 7TH AND 8TH GRADE

The focus of this class is skill building and the individual learning needs of each student. Important components are the review of skills, as well as, the completion of homework.  Students will be exposed to a variety of study skills strategies formally and informally that need to be acquired for academic success in junior high and high school. All study and organizational skills will be taught using materials other than the student’s homework, at first. However, homework will be used to practice the study and organizational skills taught as the students become adept at using and applying these skills.  Skills materials are derived from varied academic sources including Cornell University, California Polytechnic State University, Stanford University, Woodburn Press that are Common Core aligned.  Students have access to adult planning and tutoring help with assignments as needed.  The teacher and student meet on a weekly basis to review personal assignment records.  At times, it may become necessary to review assignments with the student more than once per week, especially if a project is to be completed on time.  Students learn self-advocacy, personal responsibility and other behavioral skills in preparation for grade advancement and transition to high school.  This class attempts assist students with specialized skill-building needs.

Back to Index

---

 

LEARNING SKILLS 7TH AND 8TH GRADE

 

The focus of this class is skill building and the individual learning needs of each student. Important components are the review of skills, as well as, the completion of homework. Students will be exposed to a variety of study skills strategies formally and informally that need to be acquired for academic success in junior high and high school. All study and organizational skills will be taught using materials other than the student’s homework, at first. However, homework will be used to practice the study and organizational skills taught as the students become adept at using and applying these skills. Skills materials are derived from varied academic sources including Cornell University, California Polytechnic State University, Stanford University, Woodburn Press that are Common Core aligned. Students have access to adult planning and tutoring help with assignments as needed. The teacher and student meet on a weekly basis to review personal assignment records. At times, it may become necessary to review assignments with the student more than once per week, especially if a project is to be completed on time. Students learn self­ advocacy, personal responsibility and other behavioral skills in preparation for grade advancement and transition to high school.

This class attempts to assist students with specialized skill-­building needs.

 

Back to Index

---

 

GUIDED STUDY

This course is designed to support students with ongoing organizational concerns who may need support with time management, completing tasks, and developing strategies for organization outside of general core classes.  Students must meet the requirements found within our universal screening process to be eligible for this course which is designed to support the transition to a fully comprehensive junior high school course schedule. Independent study may act as a step toward a fully comprehensive course schedule.

Back to Index

---

LITERACY WORKSHOP

As part of a comprehensive support structure for students reading two or more grade levels below, this course is designed to fill in gaps for reading fluency, phonemic awareness and comprehension.  Students must meet the requirements found within our universal screening process to be eligible for this course which is designed to support the transition to a fully comprehensive junior high school course schedule. Literacy support is further focused to provide skills that allow students to adapt to any literacy requirement in any subject area. This course will take the place of an elective.

Back to Index