1st Quarter Syllabus
Fall 2007
August 16th – October 12th 2
7th Grade
Anchors Aweigh
The integrated theme for first quarter SAIL is ANCHORS AWEIGH.
Students will commence the 2007-2008 school year by shoving off the
“educational docks” to begin the journey of learning. This quarter students will
explore their specific strengths and challenges, learning styles, and emotional
intelligence. This will bring awareness to the approach to learning that works best
for them.
Students will also create and build boats based on scientific and
mathematical buoyancy formulas in order to hold 2 students. They will then
actually test their models in a pool. While the bulk of this project will be
completed in science and Math, students will also have assignments on Social
Studies and Language Art where they will learn the history of boats and their
influence on the world.
Created by the SAIL West Team:
Connie Graven
Eric Hamilton
Phillip Hutcherson
Karen Shorkey
Table of Contents
Definitions--------------------------------------------------------------------------------------------3
Expectations-----------------------------------------------------------------------------------------4
Curriculum-------------------------------------------------------------------------------------------5
Experiential Learning ---------------------------------------------------------------------------11
Cross-curricular Essay Writing Format-----------------------------------------------------12
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SAIL Definitions
Projects: A project requires time spent outside of class doing independent
research, writing, and creation of high quality product following the guidelines of
a rubric. Projects are major grades and are not accepted late. Oops passes may
not be used for projects. Projects may take up to 4 weeks, however they can be
broken in to smaller chunks. Projects carry the most weight and will drastically
affect the overall grade.
Activities/Assignments: Short cycle activities that may last from 1 to 4 days.
Most of the content coverage and working time is spent in class. These may look
like mini-projects, but are in-class activities. If students do not use their time
wisely during class or Study Smart, then they can turn in to homework. Oops
passes may be used for Activities and Assignments, and will be marked 5%
down for each late day.
Studying for Tests: Tests are given at the end of a unit, chapter, or major
subject area. Students should create study guides, flashcards, review notes and
terms on an on-going basis. Students should not wait until the last minute to
begin studying. Students may be able to re-take quizzes at the discretion of each
teacher. It is the student responsibility to schedule times for re-takes.
Quizzes: Quizzes are given at regular checkpoints throughout a unit, chapter, or
major subject area. Students may be able to re-take quizzes at the discretion of
each teacher. It is the student responsibility to schedule times for re-takes.
Experiential Learning: A real world activity or practice through which knowledge
and skills are gained. This could include mock trial, panel discussions, field trips,
simulations, and mentorship.
Labs: Students use the scientific process to explore scientific concepts. The labs
are graded using a rubric. Lab notebooks are kept in class. Lab notebooks
contain notes, lab write-ups, vocabulary, quizzes, and exams. Lab notebooks can
be checked out for studying purposes.
3
Student Expectations
Students are expected to maintain a C or higher in all classes and to follow all
school rules. Please see the Student Handbook. The following rubric is
discussed and posted in each classroom. These are also the guidelines for
grading student citizenship during quarterly grading periods.
5=Excellent
 Always prepared
 Participates actively and appropriately
 Shows excellent effort
 Works independently
4 =Very good
 Usually prepared
 Usually joins in class discussions
 Shows sincere effort
 Usually participates in activities
3=Average
 Not always prepared
 Only joins in class discussions occasionally
 Only participates in class activities occasionally
 Requires occasional re-direction
2=Poor
 Often unprepared
 Frequently off task
 Does not follow directions
1=Very poor
 Disruptive in class
 Inattentive in class
 Needs constant supervision
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7th Grade Curriculum
________________________________________________________________
Social Studies
The focus for 7th grade social studies is , eastern hemisphere ancient world. First
quarter we will be focusing on Mesopotamia, Egypt, China and India. The
students’ project for this quarter will be researching an Egyptian pharaoh and
presenting their work as a living wax museum piece.
The standards addressed this quarter:
Geography standard 1: Students know how to use and construct maps, gloves,
and other geographic tools to locate and derive information about people, places,
and environments.
Geography standard 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their patterns
of change.
Geography standard 6: Students apply knowledge of people, places, and
environments to understand the past and present, and to plan for the future.
History standard 1: Students understand the chronological organization of
history and know how to organize events and people into major eras to identify
and explain historical relationships.
History standard 2: Students know how to use the processes and resources of
historical inquiry.
History standard 3: Students understand that societies are diverse and change
over time.
History standard 4: Students understand how science, technology, and
economic activity have developed, changed, and affected societies throughout
history.
History standard 5: Students understand political institutions and theories that
developed and changed over time.
History standard 6: Students know that religious and philosophical ideas have
been powerful forces throughout history.
Civics standard 4: Students understand how citizens exercise the roles, rights,
and responsibilities of participation in civic life at all levels.
Economics standard 3: Students understand the results of trade, exchange,
and interdependence among individuals, households, businesses, governments,
and societies.
________________________________________________________________
5
Language Arts
Standards(s):
Standard 2: Students read, write and speak for a variety of purposes and audiences.
Standard 3: Students read, write and speak using conventional grammar, usage, sentence
structure, punctuation, capitalization, and spelling.
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and
viewing.
Writing Content:
Reading Content:
Grammar
Orthography
Poetry Writing
Memoir
Autobiography
Metacognition of Reading Process
Vocabulary development
How to read Poetry
How to read short story
How to read autobiography
______________________________________________________________
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Science
Standards(s):
Standard 1: Students understand the processes of scientific investigations and
design, conduct, communicate about, and evaluate such investigation.
Standard 3: Life Science Students know and understand the characteristics and
structures of living things, the processes of life and how living things interact with
each other and their environment. Students know and understand the
characteristics of living things, the diversity of life, and how living things interact
with each other and with their environment. Students know and understand
interrelationships of matter and energy in living systems. Students know and
understand how the human body functions, factors that influence its structures
and functions compared with those of other organisms. Students know and
understand how organisms change over time in terms of biological evolution and
genetics.
Content:
Life Sciences/Ecology
Biomes
Populations and Ecosystems
Food Chains and Food Webs
Energy flow in food webs
Animal Adaptations
Carrying Capacity
Biotic and Abiotic Factors
Cycles (water, nitrogen, oxygen)
Classification of Organisms
Dichotomous key
Biodiversity
Scientific Inquiry
Textbook:
PH Science Explorer: Ecology
Projects:
Science Fair Experiment Preparation and Development
Labs:
Pickle Dissection
Heart Dissection
Chicken Dissection
Worm Dissection
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________________________________________________________________
Math
In 7th grade the mathematics focus is understanding number systems with an
emphasis on graphing, solving simple equations, and identifying patterns. I
spent the beginning of the first quarter on diagnostic testing that assisted my
decision making on which textbook to start each individual student. Two classes
were formed based on previous experience from last year and most recent
assessment data. The higher 7th grade group will focus on Pre-Algebra during
the first part of the year and then do Algebra 1 the rest of the year. Primarily, the
other 7th grade class will begin with the Course 2 textbook and then do PreAlgebra the rest of the year.
Textbook: This year we are utilizing Prentice Hall’s online resources that are in
direct correlation to our textbook. In fact, students have registered to have
access to the exact same textbook online that we use in the classroom. The
main website for all of these resources is www.phschool.com This website has
practice chapter tests and lesson quizzes. It also has video tutorials for almost
every section in the book. The online textbook also has the same examples to
demonstrate the concepts.
Assignments: The assignments in this class include book assignments (which
includes the daily journal), online worksheets (that need to be printed out by the
student), in class quizzes (some that have minimum passing requirements to
indicate mastery), tests, and projects (most of which are linked to other subject
areas).
The grade is calculated by the following:
Assignments:
Quizzes:
Projects:
Tests:
12.5%
25.0%
25.0%
37.5%
Total
100%
Journal: The daily journal is to be kept in a notebook. The journal consists of
four parts: Date, Objective(s), Notes, and Reflection. The reflections are to be
completed outside of class and answer at least 4 main questions: Do I
understand the vocabulary? Can I explain the vocabulary? Do I understand the
examples (book, teacher, online etc…)? Can I utilize what I have learned? The
journal is worth 20 points per day and is more of a pass/fail grade. The purposes
of the journal are district requirements to express understanding of math in
writing, helping students keep track of their own learning, communicating with the
teacher, and having students organize structured notes to use as a reference for
future lessons.
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______________________________________
SAIL Discovery
The Discovery class is comprised of 3 elements. The primary focus is taken from
Dr. George T. Betts and Jolene K. Kercher’s Autonomous Learner Model
(ALM). This model is explained in more detail below. The second element of
Discovery is Advisory. This is a time where I, as the SAIL Coordinator, can be
available to students to discuss possible transition issues into middle school, to
provide organizational support, and to just be there to ensure a smooth beginning
of the year. The third aspect of the class is to provide additional time for
Homework Completion as well as Accelerated Reader.
Autonomous Learner Model
The following explanation of ALM was taken from Autonomous Learner Model:
Optimizing Ability. Betts, George T. and Kercher, Jolene K., ALPS publishing,
1999.
“The Autonomous Learner Model (ALM) for the Gifted and Talented was
developed specifically to meet the diversified cognitive, emotional, and social
needs of learners. Originating at Arvada West High School in Arvada, Colorado,
it is now successfully implemented in kindergarten through high school with the
gifted and talented as well as all learners in the regular classrooms. Emphasis is
placed on meeting the individualized needs of learners through the use of
activities in the five major dimensions of the model: Orientation, Individual
Development, Enrichment, Seminars, In-depth Study
The Orientation Dimension of the model provides learners, teachers,
administrators, and parents the opportunity to develop a foundation of the
concepts of giftedness, talent, intelligence, creativity, and the development of
potential. Learners learn more about themselves, their abilities, and what the
program has to offer. Activities are presented to give learners an opportunity to
work together as a group, to learn more about group process and interaction, and
to learn more about the other people in the program.
The Individual Development Dimension of the model provides learners
with the opportunity to develop the cognitive, emotional social and physical skills,
concepts, and attitudes necessary for life-long learning.
The Enrichment Dimension of the ALM was developed to provide
learners with opportunities to explore content which is usually not part of the
every day curriculum.
The Seminar Dimension of the model is designed to give learners in
groups of three to five opportunities to research a topic, present it as a seminar to
the rest of the class and other interested people, and to assess it by criteria
selected and developed by the learners.
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The In-Depth Study Dimension of the ALM empowers learners to pursue
areas of interest through the development of a long-term small group or
individual in-depth study. The learners determine what will be learned, how it will
be learned, how it will be presented, what facilitation will be necessary, what the
final product will be, and how the entire learning process will be assessed.”
Week 1: August 16th – August 18th
Intro to Autonomous Learner Model
Week 2: August 20th – August 24th
ALM Orientation Dimension: Journey into Self
Understanding Giftedness, Team
Building, Managing the Intensity levels
of the gifted, Self Definition, “I am…”
Poem
Week 3: August 27th – August 30th
ALM Orientation Dimension: Journey into Self
Self Definition, Intriguing Answers,
Influential People, Journey into Self
Week 4: September 4th – September 7th
ALM Orientation Dimension: Program Search
Programming Opportunities and
Responsibilities, Program Search
Week 5: September 10th – September 13th
ALM Individual Development Dimension
Inter/Intra Personal, Learning Skills
Week 6: September 15th – September 21st
ALM Individual Development Dimension
Inter/Intra Personal, Learning Skills
Week 7: September 24th – September 28th
ALM Individual Development Dimension
Inter/Intra Personal, Learning Skills
Week 8: October 1st – October 5th
ALM Individual Development Dimension
Inter/Intra Personal, Learning Skills
Week 9: October 8th – October 11th
ALM Individual Development Dimension
Inter/Intra Personal, Learning Skills
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Disclaimer: Please be advised that teaching is an art and will always necessitate
flexibility. While the SAIL team will attempt to follow this schedule for the benefit
of student and parent planning, we may need to alter lessons, dates, or
schedules based on student pacing or unforeseen learning opportunities that
may arise. Thank you for your understanding.
Experiential Learning Opportunities
Field Trips
Denver – Titanic Exhibit/Molly Brown House
Camping Trip
Boat Regatta
Guest Speakers
TBD
Extra-curricular Activities
Chess Club
Yo-yo Club
Volleyball
Girl’s Track
Boy’s Wrestling
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Cross-curricular Writing Standards
The graphic organizer below is used to help students guide their thinking
in all writing. All content area teachers will be utilizing this format to enable
students to create outstanding essays.
A Powergraph is an 8 sentence paragraph. Sentences are written in order of the
numbered boxes.
1
2
3
8
Topic Sentence
Main Idea 1
Supporting Detail
4
Main Idea 2
5
Supporting Detail
6
Main Idea 3
7
Supporting Detail
Concluding Statement
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A Power Essay is a five paragraph essay with an introductory paragraph, three
main idea paragraph (i.e. a Powergraph – see above) with three supporting
details for each main idea., and then concluding paragraph. The graphic
organizer and order of sentences is provided below.
Topic Sentence
Main Idea 1
S1
S2
Main Idea 2
S3
S1
S2
Main Idea 3
S3
S1
S2
S3
Concluding Wrap Up
13
Power Essay Sentence Order
Subject:_____________________________
Expository Writing – Five Paragraph Essay
Name:__________
Date:___________
Paragraph 1
Topic Sentence___________________________________________________
Main Idea 1______________________________________________________
Main Idea 2______________________________________________________
Main Idea 3______________________________________________________
Concluding Sentence______________________________________________
Paragraph 2
Transition + Main Idea 1____________________________________________
Support 1________________________________________________________
Support 2________________________________________________________
Support 3________________________________________________________
Concluding Sentence_______________________________________________
Paragraph 3 (Transition + Main Idea 2)_______________________________
Support 1______________________________________________________
Support 2______________________________________________________
Support 3______________________________________________________
Concluding Sentence_____________________________________________
Paragraph 4 (Transition + Main Idea 3)_______________________________
Support 1______________________________________________________
Support 2______________________________________________________
Support 3______________________________________________________
Concluding Sentence_____________________________________________
Paragraph 5 (Transition + Topic Sentence)____________________________
Main Idea 1_____________________________________________________
Main Idea 2_____________________________________________________
Main Idea 3_____________________________________________________
Creative Wrap Up________________________________________________
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