Course Syllabus

Edythe J. Hayes Middle School

Course Syllabus

Instructor: Ms. Foster

Grade level/subject: 8^th Algebra

Email: Teresa_Foster@fayette.kyschools.us

Goals/Objectives:

In the first quarter students will accomplish the following goals; Number properties and operations, transforming equations, and graphing linear functions

Text:

McDougal Littell Algebra Structure and Method Book 1

Supplies:

Pencils Paper

Red Pen Calculator (TI –73 recommended)

Spiral Notebook/glue stick

Grading:

The grading and homework policies at Edythe J. Hayes Middle are designed to provide accurate assignment of grades with the intent to demonstrate a clear relationship between student performance and student learning. All parents/guardians and students are asked to sign the homework policy at the beginning of the year.

Students will receive math homework almost every night. The purpose of these assignments is to reinforce and practice the skills taught in class as well as develop problem solving and critical thinking skills. Each homework assignment will be worth 10 points and will be graded in class the day the assignment is due. Students will receive their final grade by:

Classwork: 35% (notebook checks, classwork and projects)

Assessments: 60% (quizzes, test and exams)

Homework: 5% (daily homework)

Make-up work policy:

It is the responsibility of the student to get make-up work from each teacher. Students shall be allowed the same number of days to complete the make-up work, as they were absent, plus one (1).

Although students are not entitled, in general, to make-up work missed for absences due to suspensions because of school (district policy), it is the goal of Edythe J. Hayes and the district that every student succeed academically. Accordingly, students having absences because of suspensions from school are allowed to do the following:
- The major tests (e.g., finals or unit tests) for credit upon returning from a suspension;
- Have homework checked for accuracy without credit; and
- Hand in major projects or term papers, without loss of credit.

Consequences for not completing homework:

Students will receive one mark for not completing homework on time. Students will be allowed to turn homework in for partial credit up to one week late.

Grading Scale

A 92 – 100

B 91 – 83

C 82 – 74

D 73 – 65

F 64 and below

This is a High School level class that is designed to challenge the advanced math learner. Students will have high expectations as they move at an accelerated pace (compared to other 7^th grade math classes) throughout the school year. If you have any questions regarding you student please call or email. I look forward to working with you and your child.

Regards,

Teresa Foster

_____________________________________________________________________________________

Edythe J. Hayes Middle School

Course Syllabus

Instructor: Mrs. Foster

Grade level/subject: 7^th math

Email: Teresa.Foster@fayette.kyschools.us

Goals/Objectives:

In the first quarter students will accomplish the following goals; Number Properties and Operations with Fractions, Decimals and Percents, Order of operations, Integers and the Coordinate Plane, and Algebra: Patterns, Relations, Functions, and Variable.

Text: Glencoe Course 2

Supplies:

Pencils Paper

Red Pen Calculator (TI –34 recommended)

Spiral Notebook/glue stick Colored pencils

Grading:

Students will receive math homework almost every night. The purpose of these assignments is to reinforce and practice the skills taught in class as well as develop problem solving and critical thinking skills. Each homework assignment will be worth 5% of their grade and will be graded in class the day the assignment is due. Students will receive their final grade by:

Classwork: 35% (notebook checks, classwork, and projects)

Assessments: 60% (quizzes, test and exams)

Homework: 5% (daily homework)

Make-up work policy:

It is the responsibility of the student to get make-up work from each teacher. Students shall be allowed the same number of days to complete the make-up work, as they were absent, plus one (1).

Although students are not entitled, in general, to make-up work missed for absences due to suspensions because of school (district policy), it is the goal of Edythe J. Hayes and the district that every student succeed academically. Accordingly, students having absences because of suspensions from school are allowed to do the following:
- The major tests (e.g., finals or unit tests) for credit upon returning from a suspension;
- Have homework checked for accuracy without credit; and
- Hand in major projects or term papers, without loss of credit.

Consequences for not completing homework:

Students will receive one mark for not completing homework on time. Students will be allowed to turn homework in for partial credit up to one week late.

Grading Scale

A 92 – 100

B 91 – 83

C 82 – 74

D 73 – 65

F 64 and below

If you have any question regarding your student please call or email. I look forward to working with you and your child throughout the school year.

Regards,

Teresa Foster

_______________________________________________________________________________________

Edythe J. Hayes Middle School

Course Syllabus

Instructor: Ms. Annie Hohl

Grade level/subject: 7^th Grade Language Arts

Email: annie.hohl@fayette.kyschools.us

Phone: 381-4920 ext.2307

First Nine Weeks

Note: This syllabus is subject to change during the course of learning.

Goals/Objectives

This nine weeks, students will:

Read, analyze, and interpret the common forms of transactive texts.

Create their own transactive piece using an appropriate form.

Learn and apply the RAMPS writing organizer as well as a variety of graphic organizers to be used within

the writing process.

Text

Holt – Elements of Literature First Course

Holt – Handbook First Course

A minimum of one individual AR book

Grading

Students’ grades are based on their performance in and out of class. For each assignment, students earn points. Remember, all work should be completed by the students.
Throughout the course of the year, students will be engaged in learning through the following range of activities:

o Writing Workshop – Writing will be a crucial part of this year’s curriculum. This class will practice mastery of all types of writing (transactive, personal/expressive, reflective, and literary) in our weekly writing workshops.

o Journal, Open-Response, and On-Demand Writing – To enhance writing, students will follow prompts to complete journal entries, open-response questions, and on-demand writing assignments. Combinations of these types of writing will be practiced weekly if not daily.

o Grammar Mini-Lessons – This class will focus on mastery of grammar skills to enrich student writing. Grammar will be practiced weekly. Note: Grammar worksheets will be given as homework to reinforce learning.

o Vocabulary Building – Vocabulary building and spelling will be an essential part of this year’s curriculum. Vocabulary and spelling will be practiced and tested weekly.

o Reading Program – Our school recognizes the importance of reading; therefore, students will become active readers. Note: Reading will be completed both in and out of class. Accelerated Reader (AR) will be used throughout the year.

Grading Scale

A 92 – 100

B 91 – 83

C 82 – 74

D 73 – 65

F 64 and below

Make-up Work

Absences – Students may make-up work provided the work is completed within the allowed time period: one day for each excused day absent, plus one additional day. It is the student’s responsibility to pick up make-up assignments, not the teacher’s.
Late work will receive a 10% grade reduction when turned in the day after the due date. Unless special circumstances apply, no work will be accepted beyond one day late. If a child is absent on the due date of a project or pre-announced assignment, the project/pre-announced assignment is due the day the student returns to class.
Daily assignments and homework can be viewed on the team’s website and by calling the team’s homework hotline at 381-4927.

AR Book Requirements

This nine weeks, each student is responsible for reading at least one individual AR book as well as one of the required summer reading books and completing the required AR quizzes. In addition to the AR quizzes, students will be completing a reading log as well as completing a summer reading project.

First Nine Weeks Calendar

Below you will find a course calendar including important dates to remember. In addition to the following, students will have a vocabulary/spelling test on the Friday of every full week of school; for example, students will not have a vocabulary test on Friday, September 7^th due to Labor Day on Monday, September 3^rd.

Activity	Completion/Administration Date
First Day of School	August 13, 2007
No School – Records Day	August 17, 2007
Transactive Unit Pre-Test	August 20, 2007
No School – Labor Day	September 3, 2007
Mid-Term Ends	September 10, 2007
Mid-Term Reports Go Home	September 12, 2007
I Read to Know Notebook Due	September 21, 2007
Completed Portfolio Piece Due	September 25, 2007
Renaissance Fair Field Trip (6:45 a.m. – 5:00 p.m.)	September 26, 2007
No School – Records Day	September 28, 2007
Summer Reading Book AR Test Due	October 1, 2007
Summer Reading Project Due	October 1, 2007
Individual Reading Book AR Test Due	October 1, 2007
Transactive Unit Post-Test	October 3, 2007
End of the First Nine Weeks	October 5, 2007
Report Cards Go Home	October 15, 2007

Bold print subject to change.

Supplies

3 Way Display Board (like you would use for a science fair project)
3-Ring Binder with 5 Dividers
Plastic sheet protectors
Highlighters
Thick dry erase markers
Paper
Access to Dictionary & Thesaurus at home
Suggested: Flash/Jump Drive

Class Guidelines/Constitution

See the attached sheet containing our Class Constitution, Citizens’ Responsibilities, and Classroom Rules and Expectations. This sheet must be signed by both the student and the parent/guardian and returned to class for a homework grade.

Contact

Parent conferences are scheduled through our team leader, Mr. Richard Whitesides. However, if you have a specific question or comment regarding language arts, please do not hesitate to contact me. Your questions, comments, and ideas are always welcome. I look forward to a great year!

_____________________________________________________________________________________________________________________

Edythe J. Hayes Middle School

Course Syllabus

Instructor: Jeorgette Vanzant	Grade level/subject: 7^th grade science
Email: jeorgette.vanzant@fayette.kyschools.us	Entire Year Syllabus

Goals/Objectives:

Change Over Time Unit (Semester 1 & 2)

Earth and the Universe

The Earth system is in a constant state of change. These changes affect life on earth in many ways. Students investigate how these changes occur. An understanding of systems and their interacting components will enable students to evaluate supporting theories of earth changes.

In middle school, students begin to look beyond what can be directly observed as they explore the earth-sun-moon system, as well as the rest of our solar system, employing the concept of scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their world and in the universe.

SC-07-2.3.1 Students will:

Make inferences and predictions related to changes in the Earth’s surface or atmosphere based on data/evidence.

SC-07-2.3.2 Students will:

Explain the layers of the Earth and their interactions.

SC-07-2.3.3 Students will:

Describe the concept of gravity and the effect of gravitational force from the sun on the moon and Earth.

Biological Change

The only thing certain is that everything changes. At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. Modern ideas of evolution provide a scientific explanation for three main sets of observable facts about life on earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and the sequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years (Science for All Americans, p. 67).

SC-07-3.5.1 Students will

· Describe the usefulness of fossil information to make conclusions about past life forms and environmental conditions; explain the cause and effect relationship of the extinction of a species and environmental changes.

Interactions of Matter and Energy Unit (Semester 2 & 3)

Energy Transformations

Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Students in high school expand their understanding of constancy through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about matter with energy transformations within all living, physical, and earth systems.

SC-07-4.6.1 Students will

Understand that Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy.

SC-07-4.6.2 Students will

Describe where energy comes from (and goes next) in examples that involve several different forms of energy: heat, light, motion of objects, and chemical.
Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.

SC-07-4.6.3 Students will

Understand that waves are one way that energy is transferred. Types of waves include sound, light, earthquake, ocean, and electromagnetic.

SC-07-4.6.4 Students will

Describe or represent the flow of energy in ecosystems, using data to draw conclusions about the role of organisms in an ecosystem.

Motion and Forces Unit (Semester 3)

Motion and Forces

Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton’s Laws.

SC-07-2.3.3 Students will:

Describe the concept of gravity and the effect of gravitational force from the sun on the moon and Earth.

SC-07-1.2.1 Students will:

Explain the cause and effect relationship between straight-line motion and unbalanced forces.

Properties of Matter Unit (Semester 3 & 4)

Structure and Transformation of Matter

A basic understanding of matter is essential to the conceptual development of other big ideas in science. During the middle years, physical and chemical changes in matter are observed, and students begin to relate these changes to the smaller constituents of matter—namely, atoms and molecules. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter.

SC-07-1.1.1 Students will:

Classify substances according to their chemical/reactive properties;
Infer real life applications for substances based on chemical/reactive properties.

SC-07-1.1.2 Students will:

Classify elements and compounds according to their properties;
Compare properties of different combinations of elements.

Reproduction and Heredity/Ecology Unit (Semester 4)

Unity and Diversity

All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms—the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. Emphasis should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life.

SC-07-3.4.1 Students will

Describe the role of genes/chromosomes in the passing of information from one generation to another (heredity); compare inherited and learned traits.

SC-07-3.4.2 Students will

Describe and compare sexual and asexual reproduction.

Ecology Unit (Semester 4)

Interdependence

It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species, productivity, and the effect of human intervention. (Adapted from Benchmarks for Science Literacy)

SC-07-4.7.1 Students will

Compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors.

Text:

Due to the new core content, the science department will not be issuing textbooks for grades 6 & 7. The textbooks that will be used in the classroom are the Prentice Hall Science Explorer Series. We will have a classroom set because both the 6^th and 7^th grades will be using the same textbooks using different chapters. However, students will receive a reading summary sheet and notes that they are to keep in their science binders.

Supplies:

Ø 3 ring binder

· This will hold all student work including notes. Pages go front to back...Oldest on top newest on bottom.

Ø Pencils

Ø Black or Blue inks only!

Ø Pencils or Pens that writes in RED for correcting papers.

Ø Glue Stick

Ø Colored pencils

Ø 5 dividers for the 3 ring binder

Ø Loose-leaf paper & Composition Notebook

Ø Folder

Ø Scissors

Ø Assignment notebook for daily assignments

Ø Box of Kleenex and extra pack of loose-leaf paper

· To be kept in classroom to share with classmates.

Grading:

Ø Student grades are made up from:

§ Tests (Usually 100 points) and quizzes (Usually 20 points each)

§ Investigations (Labs) (various points)

§ Assignments (various points)

§ Participation (various points)

Ø Tests/Quizzes:

§ Students will take the test or quiz and the next day they are to make corrections on the questions they missed. I average the first score with the second score to get a final grade.

§ Perfect scores on tests get 10 bonus points while perfect scores on quizzes get 5 bonus points.

§ Tests are to be signed by the parent or guardian regardless of the grade on the test. The student will receive bonus points for parent signatures.

Ø Notebooks:

§ Notebooks contain notes taken in class, bell ringers, assignments, labs, tests, quizzes, and other miscellaneous items. This notebook has all graded student work in it. It is the student’s responsibility to keep up with their notebook and to keep it in proper order. I frequently go over the order so that the student is able to keep this in order. Parents if you would like to see your child’s work, ask your child to bring their science binder home.

Ø Assignment Notebooks:

§ It is your child’s responsibility to copy down the agenda, which is written on the LCD projector, every day into their assignment notebooks. Please check their assignment notebook daily and make sure they have completed their science assignment. I generally give them time in class to begin their assignment, however, there will be times that they will need to finish a couple of the questions at home. To make sure your child wrote the correct agenda into this book you can check my website. They should have written the same thing that I have on this website for that day. They should not have a blank date nor the words “nothing”, “No Homework”, or “Absent”. If they are absent they should go to my calendar on the bulletin board and write down their absent assignment into their notebook.

Make-up work policy:

It is the responsibility of the student to get make-up work from each teacher. Students shall be allowed the same number of days to complete the make-up work, as they were absent, plus one (1).

Although students are not entitled, in general, to make-up work missed for absences because of school (district policy), it is the goal of Edythe J. Hayes and the district that every student succeed academically. Accordingly, students having absences because of suspensions from school are allowed to do the following:
- The major tests (e.g., finals or unit tests) for credit upon returning from a suspension;
- Have homework checked for accuracy without credit; and
- Hand in major projects or term papers, without loss of credit.

Consequences for not completing homework:

I will only accept late work 1 day late unless it is due to an excused absence. If they have an excused absence, they have length of time they were absent to make up the assignment. If they were in class and just chose not to turn the assignment in or chose not to attempt the assignment, it will not be accepted after a 1-day late grace period. It is the responsibility of the student to turn this in the next day. I will not remind them. Students will receive a zero for not turning in assignments after “ their one day grace period in science”. If they do not turn in three assignments, a letter will come home explaining that the student is not turning in homework and their grade is falling.

Grading Scale

A 92 – 100 D 73-65

B 91 – 83 F 64 and below

C 82 – 74

_____________________________________________________________________________________________________________________

Edythe J. Hayes Middle School

Course Syllabus

Instructor: Mr. Whitesides

Grade level/subject: 7^th Grade/Social Studies

Email: Richard.Whitesides@fayette.kyschools.us

Jaguar Team

Goals/Objectives:

Students will be able to:

1. Describe the Israelites’ beliefs and their early history.

3. Discuss the history of the kingdom of Israel.

4. Discuss Judaism during the period when Jews were ruled by other people.

5. Summarize the main tenets of Hinduism and Buddhism.

6. Discuss the effects of the Mauryan and Gupta empires on India.

7. Discuss how river valleys, mountains, and deserts influenced the development of Chinese civilizations.

8. Discuss how the lack of order encouraged the growth of three important belief systems.

9. Summarize the ruling philosophies, accomplishments, and failures of the Qin and Han dynasties.

Text:

World History, Journey Across Time

Online- http://www.glencoe.com/sec/socialstudies/worldhistory/hh2004/

Username: HH

Password: 2HaphunutE

Supplies:

Paper, pencils, two pocket folder, color markers, composition notebook, and poster boards.

Grading:

Daily Journal 5%

Quizzes 10%

Class Work 40%

Assessments/Tests 40%

Homework 5%

100%

Make-up work policy:

It is the responsibility of the student to get make-up work from each teacher. Students shall be allowed the same number of days to complete the make-up work, as they were absent, plus one (1).

Although students are not entitled, in general, to make-up work missed for absences because of school (district policy), it is the goal of Edythe J. Hayes and the district that every student succeed academically. Accordingly, students having absences because of suspensions from school are allowed to do the following:
- The major tests (e.g., finals or unit tests) for credit upon returning from a suspension;
- Have homework checked for accuracy without credit; and
- Hand in major projects or term papers, without loss of credit.

Consequences for not completing homework:

1 mark given for each occurrence of not turning in homework.
After 3^rd mark in any one class, a letter with a progress report and/ or phone call home to parents will be made; this will also result in a loss of privileges and/or referral to ESS.
Students who choose not to turn in assignments (other than for being absent) must turn them in the following day. It is the student’s responsibility to turn in late assignments within one day. For students who do not turn assignments in within this timeframe, a makeup period will be offered the Friday following the missing assignment(s). This, however, will cut into their social time during lunch. Alternately, students can come before school at 8:30a.m. on Friday to complete missing assignments.
Partial credit will be given for late work at the discretion of the teacher.

Grading Scale

A 92 – 100

B 91 – 83

C 82 – 74

D 73 – 65

F 64 and below

__________________________________________________________________________________________________________________________

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