Lawrence Junior High School



Lawrence Junior High SchoolSchool-Wide Policies2019-2020Parent Communication: Infinite Campus: Lawrence JHS provides all parents and students access to student’s academic progress and daily attendance through Infinite Campus. Upon enrollment, both parents and students will be provided individual account information that enables them to access progress reports as well as attendance from every class in which students are currently enrolled. It is the responsibility of both parent and child to monitor academic progress through Infinite Campus.Report Cards: Report cards are distributed to students on a quarterly basis.Progress Reports will be available on Infinite Campus for all students on a quarterly basis.Bell Ringers and Beginning of Class Activities: The purpose of a Bell Ringer activity is to provide work for students to complete immediately upon entering the classroom. Bell Ringer activities are very important because they provide a means of reviewing previously taught material.Bell Ringers are completed daily during the first few minutes of class. Therefore, it is of extreme importance that students report to class on time. Only verified absent students will be given the opportunity to make up Bell Ringer work (or to be given credit for comparable work) as per established CCSD make-up work policies.Homework/Classwork: The heading for each paper/assignment should be placed in the upper right hand corner of the paper. The Lawrence Heading must include the following information:Student’s full nameDate/PeriodA title identifying the workHomework is due the day after it is assigned, unless the teacher provides a future due date.Students will be provided the opportunity to make up homework assignments if they have been absent. Homework/Classwork counts for 30% of the total grade.Late Homework and Projects: At Lawrence JHS, students are expected to complete all work assigned.Students who fail to complete assigned work will be assigned teacher detentions and/or academic detentions until all work is completed. In extreme cases, students who do not complete assigned work will lose their elective and will be placed in a remedial class designed to provide support for struggling students.Each subject area maintains individual late work policies. Each teacher will notify students at the start of the school year about late work.Extra Credit:Any student who has not completed the required assignments will not be given opportunities for extra credit. Make Up:Any absent student has a right to make up all missed work.Students are responsible for making arrangements to make up missed work.Make up work arrangements must be made within three days after returning to class from an absence. Upon return to school following an absence students must meet with their teacher before or after school for missing work.Opportunities are provided for students to make up work before and after school. A due date will be assigned to all make up work.Make up work will not be issued to a student who was present in class and chose not to complete the work.Assessment:Assessments count for 70% of a student’s overall grade.Assessment opportunities may include but are not limited to: tests, quizzes, essays, research projects, graphs, demonstrations, thinking maps, lab activities, experiments, and problem solving activities.Tests may cover reading content, vocabulary, class discussions and notes, and demonstration of the application of newly learned skills.Questions requiring written responses are included in tests/quizzes in all subject areas.When large projects are assigned, rubrics, explaining project requirements and grading systems, will be given to all students.Smarter Balanced Assessment Consortium (SBAC) and Standardized Assessments:Throughout the year, students will complete testing to assess various skills and knowledge. These tests are online and designed to assist teachers, parents, and students with knowing how students are progressing. Grading Scale:A = 90 – 100%B = 80 – 89%C = 70 – 79%D = 60 – 69%F = 59 – and belowStudent Discipline: It is expected that all students enrolled at Clifford Lawrence Junior High School adhere to the school dress code and follow all school rules. Failure to follow the rules may result in teacher detention, deans’ detention, in-house suspension, Required Parent Conference, or suspension. Lawrence is a NO GUM campus. Lockers:Students may access lockers before school, before fourth period, and after school. Students are not to access lockers between classes. Textbooks:All students will be responsible for issued textbooks. At the end of the year, students may be assessed fines for failure to return a textbook or if excessive wear and tear of the textbook is evidenced. Citizenship: Good citizenship requires a positive attitude, cooperation, and fulfilling responsibilities in and out of the classroom. Promptness, completion of homework, being prepared for class with paper and pencils, class participation, good work habits, and respect for others will be used to determine each student’s quarter citizenship grade. The following rubric will be used to determine citizenship grades:OExcellentCitizenshipAlways arrives to class on time, prepared with materialsAssignments consistently thorough and timely Is respectful, responsible, and works well with othersAlways has a positive attitudeAlways gets to work quicklyContributes to class discussions on a regular basisMaintains an open mind; is intellectually alert and curious about course topicsSSatisfactoryCitizenshipUsually arrives to class on time, prepared with appropriate materialsMajority of assignments are completed thoroughly and on timeUsually contributes to class discussions, but infrequently may engage in unproductive conversationUsually remains attentive and involvedUsually treats others with respectUsually gets to work quicklyNNeedsImprovementTardiness may be a slight problem, or sometimes arrives unpreparedSometimes has materials in classSometimes has a positive attitudeDoes not seriously detract from others’ work, but rarely contributes to discussionsSometimes adds comments in class which show a lack of real attentivenessUUnsatisfactoryCitizenshipTardiness, lateness, and unexcused absences inhibit ability to participate in classRarely makes up work after an absenceShows little interest in the classHinders or contributes nothing to group processingDemonstrates poor ethical conduct, is disruptive, and interferes with others’ learningRarely comes to class preparedFails to complete some important assignmentsRarely treats others with respectLawrence Jr. High School Supply List2019-20Please join us in helping your child focus on the importance of being organized and prepared to learn by providing the following school supplies for the upcoming school year. The following items are required for the school year for each grade level: 1. ?3” Three Ring Binder - Please purchase a “durable” binder, not an “economy” binder, which ???tends to fall apart quickly. ??NO: Trapper Keepers and Zipper binders. ?2. (3) Composition Notebooks (for daily note taking) ?3. ?Loose-Leaf Notebook Paper - 2 large packs (School supplies are generally cheapest at the ?????beginning of the year, so stock up) Note: Paper should be college-ruled. ?4. ?Binder Pouch - Note: This pouch is designed to hold pencils/pens. ?It must have 3 holes so ??????it can be placed in the binder.5. ?“Pocket” Dividers - Note: Dividers should be most durable style (so they will last) and have ??????a pocket to hold papers. 6. ?(1) Green Pen (for correcting)7. ??Black or blue pens8. ?(24) #2 Pencils (wood) or Mechanical pencils (w/ refills)9. ?Colored Pencils (pack of 12)10. ?Highlighters (1 or 2 any color)11. ?Multi-Color Post-it Notes (1 1/2” x 2”)12. ?Pink Erasers13. Small covered pencil sharpenerADD: ?6th Grade Students: (2) 3-subject spiral notebooks, wide ruled (Math) ProtractorADD: ?7th Grade Students: (1) 3-subject spiral notebook, college wide ruled(1) Composition Notebooks (History)(2) Highlighters (yellow for Math) ADD: ?8th Grade Students: Graph paper (Algebra 1)(2) Composition Notebooks (Geography, Health)(1) Bottle Elmer’s Glue(1) 3-subject spiral notebook, college wide ruledThe following items are suggested: Glue stick, scissors, and ruler w/3 holes to fit in binder. *Note: ?Additional items may be necessary for individual classes. ?If so, this additional information will be given to students the first week of school. A limited supply of School Kits containing the above items will be available for purchase on Welcome Back Day, August 6, 2019 for $25.00. Only the bolded items above will be included in the Supply Kits.Seventh GradeCourse Goals and ExpectationsENGLISH 7 – 1020Course Scope:This one-year course provides instruction in the English Language Arts strands identified by the Nevada Academic Content Standards as reading, writing, speaking and listening, and language. The Engage NY curriculum will be utilized as well as various supplemental materials. This course is designed to build on knowledge and skills through close reading of texts, learning combining elements of different kinds of writing in support of analysis and reflection, and class discussions. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the seventh-grade English requirement.Course Goals:To read and explore a wide variety of complex text (informational, fiction and non-fiction, expository) independently and proficiently. [RL.7.1-7, 9-10; RI.7.1-10]To respond, reflect, or analyze in writing or speaking with a focus on: how an author develops a theme or central idea in text; the relationship among characters, setting and plot; and the way in which the writer or speaker uses structure, word choice, and syntax to make points clear, convincing, and engaging. [RL.7.5; RI.7.5; W.7.1-8; SL.7.3; L.7.1]To demonstrate a command of the conventions of standard English grammar and usage when writing or speaking. [W.7.4-5; SL.7.6; L.7.1-3]To support ideas by conducting short research projects and gathering relevant information from multiple print and digital sources to use as evidence whether writing or speaking. [RL.7.1; RI.7.1; W.7.7-9; SL.7.1]To integrate information from multiple resources in support of a thesis/claim, use quotes or paraphrase data accurately, and follow a standard format for citations.[RL.7.1; RI.7.1; W.7.1-2, 4, 8-9; SL.7.1a, 2-4, 6; L.7.1-3, 6]To investigate the elements of text, selected from a range of seventh grade text literary and informational exemplars, to understand how authors use structure, word choice, and point of view to develop theme or main idea, create drama, and advance the meaning or style of a text. [RL.7.1-6; RI.7.1-6; W.7.1-2; SL.7.4; L.7.4-6]To recognize the purposes and characteristics of the major genres of text (e.g., prose, poetry, drama, literary non-fiction). [RL.7.1-7, 9-10; RI.7.1-10; W.7.1-3]To apply the general strategies of organization and focus, revision, and word choice to produce writing (e.g., argument, expository, narration) appropriate to task, purpose, and audience whether over time or under a tight deadline. [W.7.1-10]Approved May 2005, revised May 2008, March 2011, May 2011, November 2012.CPD-ELA-SG-1020ENGLISH ACCELERATED 7 – 1030Course Scope:This one-year course provides instruction in the English Language Arts strands identified by the Nevada Academic Content Standards as reading, writing, speaking and listening, and language. The Engage NY curriculum will be utilized as well as various supplemental materials. This course is designated as accelerated by the faster instructional pacing and depth of content. This course is designed to build on knowledge and skills through close reading of texts, learning combining elements of different kinds of writing in support of analysis and reflection, and class discussions. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the seventh-grade English requirement.Course Goals:To read and explore a wide variety of increasingly complex text (informational, fiction and non-fiction, expository) independently and proficiently. [RL.7.1-7, 9-10; RI.7.1-10]To respond, reflect, or analyze in writing or speaking with a focus on: how an author develops a theme or central idea in text; the relationship among characters, setting, and plot; and the way in which the writer or speaker uses structure, word choice, and syntax to make points clear, convincing, and engaging. [RL.7.5; RI.7.5; W.7.1-8; SL.7.3; L.7.1]To demonstrate and extend a command of the conventions of standard English grammar and usage when writing or speaking. [W.7.4-5; SL.7.6; L.7.1-3]To support increasingly abstract ideas by conducting short research projects and gathering relevant information from multiple print and digital sources to use as evidence whether writing or speaking. [RL.7.1; RI.7.1; W.7.7-9; SL.7.1]To integrate information from multiple resources in support of a thesis/claim, use quotes or paraphrase data accurately, and follow a standard format for citations.[RL.7.1; RI.7.1; W.7.1-2, 4, 8-9; SL.7.1a, 2-4, 6; L.7.1-3, 6]To investigate and analyze the elements of complex text, selected from a range of seventh grade literary and informational text, to understand how writers use structure, word choice, and point of view to develop theme or main idea, create drama, and advance the meaning or style of a text. [RL.7.1-6; RI.7.1-6; W.7.1-2; SL.7.4; L.7.4-6]To recognize and explore the purposes and characteristics of the major genres of text (e.g., prose, poetry, drama, literary non-fiction). [RL.7.1-7, 9-10; RI.7.1-10; W.7.1-3]To apply independently and consistently the general strategies of organization and focus, revision, and word choice to produce writing (e.g., argument, expository, narration) appropriate to task, purpose, and audience whether over time or under a tight deadline. [W.7.1-10]Approved May 2005, revised May 2008, March 2011, May 2011, November 2012.CPD-ELA-SG-1030MATHEMATICS 7 – 1250Course Scope:This one-year course is designed to focus on four critical areas: 1) developing understanding of and applying proportional relationships; 2) developing 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. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of manipulatives, mathematical tools, and technology, including calculators and computer software, is an integral part of this course. The Engage NY curriculum will be utilized as well as various other curriculum materials and a math textbook will be utilized to support student acquisition of skills. This is a required course. This course fulfills the mathematics requirement for seventh-grade students.Course Goals:To develop the Standards for Mathematical Practice. [CCSS]To extend understanding of numbers and their properties to include absolute value, radicals, powers, scientific notation, squares, square roots, order of operations, and estimation and computation with rational numbers and integers. [NS: 1.7.1, 1.7.5, 1.7.6, 1.7.7, 1.7.8]To apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. [CCSS: 7. NS]To describe and evaluate patterns and relationships using models, tables, charts, and graphs. [NS: 2.7.1, 2.7.4]To use properties of operations to generate equivalent expressions. [CCSS: 7.EE]To solve real-life and mathematical problems using numerical and algebraic expressions and equations. [CCSS: 7.EE]To determine the slope of a linear relation from a graph using the ratio of rise to run. [NS: 2.7.4, 4.7.5]To identify congruent and similar two-dimensional shapes by recognizing ratios and proportional relationships, using hands-on activities and sketches and graphical representations, including transformations. [NS: 3.7.5, 4.7.2, 4.7.4, 4.7.6, 4.7.8]To use formulas to calculate circumference of circles, areas of triangles, parallelograms, trapezoids, and simple interest. [NS: 3.7.4]To conduct experiments and compare experimental and theoretical probability of an event and calculate the number of permutations and combinations of an event. [NS: 5.7.5]To collect, organize, display, and analyze data using graphical representations including line plots, bar graphs, stem and leaf plots, histograms, and circle graphs. [NS: 5.7.6]To analyze proportional relationships and use them to solve real-world and mathematical problems. [CCSS: 7.RP]To draw, construct, and describe geometrical figures and describe the relationships between them. [CCSS: 7.G]To solve real-life and mathematical problems involving angle measure, area, surface area, and volume. [CCSS: 7.G]Revised November 2002, May 2007, May 201, November 2011.MATHEMATICS ACCELERATED 7 – 1230Course Scope:This one-year course is designed to prepare students for the increased rigor of the Common Core State Standards (CCSS) Algebra I in middle school. This accelerated course includes grade seven curricula as well as a portion of the currently adopted CCSS grade eight curriculum. This course focuses on four critical areas: 1) developing understanding of and applying proportional relationships; 2) developing 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. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The use of manipulatives, mathematical tools, and technology, including calculators and computer software, is an integral part of this course. The Engage NY curriculum will be utilized as well as various other curriculum materials and a math textbook will be utilized to support student acquisition of skills. This is a required course. This course fulfills the mathematics requirement for seventh-grade students.Course Goals:To develop the Standards for Mathematical Practices. [CCSS]To compare, order, and translate among fractions, decimals, and percent. [NS: 1.7.2, 1.7.3]To know that there are numbers that are not rational and approximate them by rational numbers. [CCSS: 8. NS]To analyze and interpret patterns and relationships using models, tables, charts, graphs, and equations or inequalities. [NS: 2.7.1, 2.7.4]To solve real-life and mathematical problems using numerical and algebraic expressions and equations. [CCSS: 7.EE]To work with radical and integer expressions. [CCSS: 8.EE]To understand the connections between proportional relationships, lines, and linear equations. [CCSS: 8.EE]To analyze and solve linear equations and pairs of simultaneous linear equations. [CCSS: 8.EE]To identify congruent and similar two-dimensional shapes using ratios and proportional relationships, transformations, sketches, and graphical representations. [NS: 3.7.5, 3.8.5, 4.7.2, 4.7.4, 4.7.6, 4.7.8]To use formulas to calculate simple interest, percent of increase and decrease, discounts and markups, circumference of circles, and the area of polygons. [NS: 3.7.4, 3.8.4]To draw, construct and describe geometrical figures and describe the relationships between them. [CCSS: 7.G]To solve real-life and mathematical problems involving angle measure, area, surface area, and volume. [CCSS: 7.G]To understand and apply the Pythagorean Theorem. [CCSS: 8.G]To solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. [CCSS: 8.G]To conduct experiments and compare the experimental and theoretical probability of single, disjoint, and overlapping events and determine the number of possible permutations and combinations of an event. [NS: 5.7.5, 5.12.3]To collect, organize, display, and analyze data using graphical representations including line plots, bar graphs, stem and leaf plots, histograms, scatter plots, and circle graphs. [NS: 5.7.6, 5.8.6, 5.8.2]Revised May 2007, May 2011, November 2011.SCIENCE 7 – 3690Course Scope:This one-year course is designed to integrate science and engineering practices, crosscutting concepts, and core ideas from the life sciences, Earth and space sciences, and the physical sciences. The topics covered in Science 7 include Structure and Properties of Matter; Chemical Reactions; Matter and Energy in Organisms and Ecosystems; Interdependent Relationships in Ecosystems; Earth’s Systems; History of Earth; Human Impact; and Engineering Design. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the seventh-grade science requirement. Course Goals:To conduct investigations showing how matter interacts at the atomic and molecular scales emphasizing the evidence of chemical reactions and the law of conservation of mass. [MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-5]To implement the design process to investigate the release or absorption of thermal energy during chemical reactions. [MS-PS1-6, MS-ETS1-3, MS-ETS1-4]To develop and use models that show how matter and energy are cycled within an ecosystem through the processes of photosynthesis and cellular respiration. [MS-LS1-6, MS-LS1-7, MS-LS2-3]To explain how resource availability, changes in an environment, and interactions among organisms affect populations in predictable patterns. [MS-LS2-1, MS-LS2-2, MS-LS2-4]To evaluate solutions that?consider scientific, economic, and social factors associated with preserving the environment.?[MS-LS2-5, MS-ETS1-1, MS-ETS1-2]To explain how an uneven distribution of natural resources and human consumption patterns impact society and Earth’s systems. [MS-ESS3-1, MS-ESS3-4]To model the cyclical flow of energy and matter involved in the formation of rocks and minerals. [MS-ESS2-1]To examine geological evidence explaining how the Earth has changed throughout its history using varying time and spatial scales. [MS-ESS1-4, MS-ESS2-2, MS-ESS2-3]To use existing data of natural hazards to forecast catastrophic events and understand how the development of new technologies can mitigate their effects. [MS-ESS3-2]Approved November 2005, revised November 2014.SCIENCE 7 ACCELERATED – 3700Course Scope:This one-year course is designed to integrate science and engineering practices, crosscutting concepts, and core ideas from the life sciences, Earth and space sciences, and the physical sciences. This course is designated as accelerated by the enhanced instructional pacing and depth of content. The topics covered in Science 7 Accelerated include Structure and Properties of Matter; Chemical Reactions; Matter and Energy in Organisms and Ecosystems; Interdependent Relationships in Ecosystems; Earth’s Systems; History of Earth; Human Impact; and Engineering Design. Demonstrations and lab experiences that employ proper safety techniques are essential to this course. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills the seventh-grade science requirement. Course Goals:To conduct investigations showing how matter interacts at the atomic and molecular scales emphasizing the evidence of chemical reactions and the law of conservation of mass. [MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-5]To implement the design process to investigate the release or absorption of thermal energy during chemical reactions. [MS-PS1-6, MS-ETS1-3, MS-ETS1-4]To develop and use models that show how matter and energy are cycled within an ecosystem through the processes of photosynthesis and cellular respiration. [MS-LS1-6, MS-LS1-7, MS-LS2-3]To explain how resource availability, changes in an environment, and interactions among organisms affect populations in predictable patterns. [MS-LS2-1, MS-LS2-2, MS-LS2-4]To evaluate solutions that?consider scientific, economic, and social factors associated with preserving the environment.?[MS-LS2-5, MS-ETS1-1, MS-ETS1-2]To explain how an uneven distribution of natural resources and human consumption patterns impact society and Earth’s systems. [MS-ESS3-1, MS-ESS3-4]To model the cyclical flow of energy and matter involved in the formation of rocks and minerals. [MS-ESS2-1]To examine geological evidence explaining how the Earth has changed throughout its history using varying time and spatial scales. [MS-ESS1-4, MS-ESS2-2, MS-ESS2-3]To use existing data of natural hazards to forecast catastrophic events and understand how the development of new technologies can mitigate their effects. [MS-ESS3-2]Approved November 2005, revised November 2014.U.S./Nevada HistoryCourse Scope:This one-year course is a study of American history from the time of the early North American inhabitants to the present. Students will be introduced to the people and events that contributed to the development of our nation as they explore the impact of economic, political, social, and technological ideas. The history of Nevada will be integrated throughout the year. This is a required course for all seventh-grade students.Course Goals:To understand the significant social, cultural, economic, and political changes in the United States.To appreciate the contributions made by diverse cultures to the United States.To examine the concepts of tolerance and respect.To understand the development of the state of Nevada and its unique features.To become familiar with the technological advances and their impact upon the United States.To recognize the value of responsible citizenship.To recognize the significance of individuals and their roles in the development of our nation.To develop skills necessary to use informational tools.To identify causes and effects of major conflicts that involved the United States.To explore career opportunities in the field of history.U.S./NEVADA HISTORY ACCELERATED 7 – 1300Course Scope: This one-year course is a study of Nevada from statehood to present day and American history from the time of the American Revolution through World War II. Students explore and evaluate challenges facing the new nation and make connections between the rise of industrialization and contemporary social and economic conditions. The history of Nevada is integrated throughout the year. This course is distinguished from U.S./Nevada History 7 by instructional pacing and delivery of advanced content. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to our society. The appropriate use of technology is an integral part of this course. This is a required course for all seventh-grade students. Course Goals: To evaluate and synthesize the significant social, cultural, economic, and political changes in the United States and Nevada from the American Revolution through World War II. [NS: H1.0, H2.0, H3.0, H4.0, E9.0, E10.0, E11.0, C13.0, C14.0, C15.0, C16.0]To summarize and evaluate the contributions made by diverse cultures to the United States and Nevada. [NS: H1.0, G6.0, G7.0] To assess the concepts of tolerance and respect. [NS: H1.0, H2.0, H3.0, H4.0, C13.0, C15.0]To cite evidence supporting the development of the state of Nevada and its unique features. [NS: H 2.0, H4.0, C13.0, C14.0]To explain the effects of new technologies on the development of the United States and Nevada. [NS: H2.0, H3.0, G8.0]To investigate the value of responsible citizenship. [NS: H2.0, H3.0, C13.0, C15.0]To apply the content literacy skills necessary to analyze historical documents, artifacts, and concepts. [NS: H1.0, H2.0, H3.0, H4.0, G6.0, G7.0, E9.0, E10.0, E11.0, C13.0, C14.0, C15.0, C16.0]To use information, media, and technology literacy skills necessary to research, communicate, and demonstrate critical thinking. [NS: H1.0, H2.0, H3.0, H4.0, G6.0, G7.0, E9.0, E10.0, E11.0, C13.0, C14.0, C15.0, C16.0]Approved May 2001, revised May 2009. ................
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