Belmont High School

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There will be Winter Plus Credit Recovery on Saturday, January 19, 2019 at the Adult School Building.  No School on Monday, January 21st, 2019: Martin Luther King Jr. Holiday


LOS ANGELES UNIFIED SCHOOL DISTRICT BELMONT HIGH SCHOOL1575 WEST SECOND STREET, LOS ANGELES, CALIFORNIA 90026 TELEPHONE: (213) 241-4300 (213) 500 5044 E-mail:, Instructors: Mr. B.R. Mendoza, Ms. Nancy Martinez, & Ms. Davis

English, Math, Science, & Life Skills Class Syllabus

  1. Course Overview: Welcome back to class. This syllabus describes four of the required core classes students need to take and pass as part of a four-year certificate of completion at Belmont High School: These self-contained classes are Math, English, Science, and Life Skills courses. These classes include: (Classwork, Homework, Notes, and Tests), where each class also has its (CBI) or Community Based Instruction piece that includes activities done both at school and out in the community on a weekly basis. CBI includes individualized and class group activities such as but not limited to, Job skills, sorting items by characteristic, shipping and receiving, gardening, volunteering jobs, selling items, counting money, washing and folding clothes, general hygiene, shopping, obtaining important documents, writing resumes and managing money etc. These activities will act as an extension of what is learned in the class. These courses are designed to focus on the California State Standards up to the sixth-grade level. As your class facilitator, I will teach students important skills that will help you earn a passing grade. The main difference between this class and an inclusive general education class is the self-contained instructional component of these four subjects taught in one class, and the focus on quality of instruction rather than the quantity of the work where students earn the certificate of completion.

Statuto Professional: Bienvenidos de nuevo a clase. Este programa se describen cuatro de las clases básicas requeridas estudiantes necesitan para tomar y aprobar como parte de un certificado de cuatro años de terminación en la Escuela preparatoria de Belmont: Estas clases de Matemáticas, Inglés, Ciencias y cursos de habilidades para la vida son auto contenidas en una sola classe. Estas clases incluyen: (Trabajo en clase, tareas, notas, y examenes), donde cada clase también tiene su (CBI) o Instrucción de destresas de la Comunidad que incluye actividades que se realizan en la escuela y en la comunidad semanalmente. CBI incluye actividades individuales y de grupo de clase, tales como, pero no limitado a: Habilidades de trabajo, clasificación artículos por su característica, envío y recepción de artefactos, agricultura, ser voluntario de trabajo basico, venta de artículos, contar dinero, el lavado y la ropa propia, la higiene general, ir de compras, la obtención de documentos importantes, escribir resumenes y el manejo de dinero, etc. Estas actividades seran una extensión practica de lo que se aprende en la clase. Estos cursos están diseñados para centrarse en las normas estatales de California hasta el nivel de sexto grado. A medida que su facilitador de clase los estudiantes van a aprender habilidades importantes que le ayudarán a obtener una calificación aprobatoria. La principal diferencia entre esta clase y una clase de educación general inclusiva es el componente de instrucción autónomo de estas cuatro materias que se enseñan en una clase y el enfoque en la calidad de la instrucción en lugar de la cantidad de trabajo donde los estudiantes obtienen el certificado de terminación de la secundaria.

III. Grading System & Rubrics: (attached): 100 points /day = 4200 total points

  1. 100 - 90 =A 89 - 80 =B 79 -70 =C 69-60 =D 59 -0 = F
  2. Class Rules Consequences & Rewards:

Respect yourself & others                           2 Reminders (signals)  No Weekly Tests

Follow directions the 1st time               Conference w/ student  Computer Time

Be on time and ready to work               Conference w/ parent  Field Trip/Passes


Respeto asi mismo y a todos recordatorio (signal)  No examenes semanales

Sugue las directiones la 1ra vez           conferencia con el alumno      Tiempo libre

Punctual y listo para trabajar conferencia con padre   Paseos


  1. Portfolio: A multi-subject portfolio is required to pass this class. Favor de firmar todos los documentos enviados con su hijo/a
  2. Extra Credit: Final projects will be assigned by appointment only.
  3. Required Texts: The various texts are from the Unique series.
  4. Accommodations: Differentiated instruction (SDAIE) & (VAKT) are key elements to be used with all students. Preferred seating, extended time, study guides & graphic or advanced organizers are some accommodations.
  5.  La enseñanza diferenciada ( SDAIE ) y ( VAKT ) son elementos claves para ser utilizados con todos los estudiantes asientos preferenciales , tiempo adicional , guías de estudio y organizadores gráficos o avanzados son algunas ayudas.
  6. Technology: Students are required to have a login account with gmail to send and receive assignments and projects that will be required for this class. Los estudiantes deben tener una cuenta de Gmail para enviar y recibir tareas y proyectos que serán necesarios para estas clases.

VII. Portfolio Sections: Each subject section will have the following: A monthly calendar notes/handouts, assignments, tests, and a weekly reflective journal. Cada sección tendrá las siguientes : Un calendario mensual de notas / folletos , tareas , exámenes y un diario de reflexión semanal.

VIII. Course Outline for High School Unit Topics: Cada topico en cada clase puede cambiar de fecha.


Unit 17 September: It’s My Right! (Government) Looks at key historical documents such as the Constitution and the Bill of Rights, and how those documents impact our daily lives.

Unit 18 October: High School Science Fair (Scientific Inquiry) Teaches the scientific inquiry process through participation in a science fair.

Unit 19 November: Around the Solar System (Earth and Space Science) Explores relationships and motion within the solar system.

Unit 20 January: From Conflict to Change (History / World History) Explores conflict and change in U.S. and World history.

Unit 21 February: Where in the World? (Geography) Identifies past and present features of a region and how that region compares to other regions.

Unit 22 March: Changes to Light and Sound (Physical Science) Investigates how changes in frequency, wavelength or speed impact light and sound waves.

Unit 23 April: All in a Day’s Work (Economics) Investigates the relationship among income, work skills, attitudes and opportunities.

Unit 24 May: Like Father, Like Son (Life Science) Looks at how traits and characteristics are passed on through DNA.

Second Semester: 2017/2018 School Year

Unit 1 September: Government Explores why rules and laws are important and how they impact our daily lives.

Unit 2 October: Physical Science Looks at objects in motion in terms of distance, speed, position, acceleration & time.  

Unit 3 November: History / World History Investigates how communities and cultures have changed over time.

Unit 4 January: Health / Life Science Reviews health and grooming skills needed for a lifetime.

Unit 5 February: History Explores the reasons for the Declaration of Independence and the American Revolution.

Unit 6 March: Earth and Space Science Explores Earth and its atmosphere, water and weather. Earth and Space Science Explores scientific ways to measure, predict and report weather.

Unit 7 April: Geography Looks at the advantages and disadvantages of changes people make to the environment, including impact on natural resources.

Unit 8 May: Life Science Investigates the process of photosynthesis.

  1. Common Core (Focus) Standards: Although there is an exaustive list of standards, the following power standards will be the focus this semester. The K–12 Instructional Targets are incorporated into all monthly unit lesson plans & the core materials lesson plans in the K–12 grade bands. These targets reflect the essential content of academic standards.

Reading Standards for Literature (Aligned with Common Core Standards) Key Ideas and Details • Answer questions and use support from text to explain the main ideas, details and inferences of a story. • Summarize the main theme of a text and support it by citing details and a sequence of events. Craft and Structure • Use context clues and illustrations to determine meanings of words and phrases in a text, including figurative and connotative meanings. • Identify and compare what is stated directly and what is implied in text. Integration of Knowledge and Ideas • Compare and contrast various ways to read, listen to and view stories and drama; identify personal preferences. • Compare and contrast different genres; identify personal preferences. Range and Level of Text Complexity • Experience grade level and age-appropriate literature materials, including poems, biographies, chapter books, fiction and nonfiction works that are adapted to student reading level.

Reading Standards for Informational Text (Aligned with Common Core Standards) Key Ideas and Details • Answer questions and locate information in text to support both the main idea and inferences drawn from the text. • Summarize the central idea and specific supporting details of a text. Craft and Structure • Determine the meaning of words & phrases that support the purpose of the text. • Identify and describe the intent or the purpose of a text (inform, persuade, etc.). • Use structures of a text (paragraphs, chapters, etc.) to locate information as it supports the purpose of a text. Integration of Knowledge and Ideas • Integrate and evaluate information from different media that show same and different viewpoints. • Experience information from leveled text related to U.S. documents & those of historical significance. Range and Level of Text Complexity • Read and use grade level & age-appropriate informational materials, including social studies & technical texts that are adapted to student reading level.

Reading Standards for Foundational Skills (Aligned with Common Core Standards) Phonics and Word Recognition • Read common sight words (e.g., high-frequency items from Dolch/Fry list and commonly occurring words in the environment). • Use letter-sound knowledge and patterns to decode words. Fluency • Read appropriately leveled books with accuracy and fluency

Standards for Writing (Aligned with Common Core Standards) Text Types and Purposes • Generate paragraphs to analyze a topic, including supporting facts & evidence. • Generate informative paragraphs, including a topic sentence, supporting facts or details and a concluding sentence. • Generate narrative paragraphs, including a logical sequence of events, descriptive details & a reflective conclusion. Production and Distribution of Writing • With some guidance and support, plan, edit & revise writing with a focus on the purpose of the document. • Use technology, including the Internet, to compose a paragraph. Research to Build & Present Knowledge • Research & gather information to answer a question or solve a problem. • Generate a written text to summarize information from multiple sources; cite sources. • Gather information from (adapted) literary or informational materials. Range of Writing • Participate routinely in supported writing activities, using conventional formats.

Standards for Speaking and Listening (Aligned with Common Core Standards) Comprehension & Collaboration • Initiate and participate in grade level & age-appropriate discussion on diverse topics to: • express an opinion, • share ideas and information, • ask and respond to questions relevant to the topic. • Identify information from multiple sources that contribute to making a decision. • Identify a speaker’s purpose & main ideas. Presentation and Knowledge of Ideas • Present information in an organized manner & appropriate to a task, an audience or a situation. • Integrate media to enhance a presentation. • Adapt communication, using formal or informal language

Standards for Language (Aligned with Common Core Standards) Conventions of Standard English • Apply conventions of grammar when speaking or writing. • Apply correct capitalization, punctuation and spelling in sentences. Knowledge of Language • Demonstrate conventions of language to communicate effectively when speaking or writing in varied contexts. Vocabulary Acquisition and Use • Use context clues, word structures or reference materials to determine the meaning of unknown words. • Use words acquired through academic and domain-specific sources when speaking and writing.

Math Standards for Counting and Cardinality (Aligned with Common Core Standards) Building Blocks to Counting and Cardinality • Read and write numerals. • Count a number of objects.

Math Standards for Operations and Algebraic Thinking (Aligned with Common Core Standards)  Building Blocks to Algebra • Recognize and compare numbers showing the symbols >, < or =. • Understand and use +, - and = in problems. • Solve addition and subtraction problems. • Model and solve problems involving multiplication or division. Seeing Structure in Expressions–Interpret the structure of expressions. • Represent a real-world situation with a numeric expression. Seeing Structure in Expressions Write expressions in equivalent forms to solve problems. • Solve multi-step problems that include a sequence of operations to reach a solution. Creating Equations–Create equations that describe numbers or relationships. • Represent a real-world situation with and algebraic expression. Reasoning with Equations and Inequalities–Understand solving equations as a process of reasoning and explain the reasoning. • Order a sequence of steps to solve an equation. Reasoning with Equations and Inequalities Solve equations and inequalities in one variable. • Use equations to solve real-world problems when a part is unknown. • Use inequalities (e.g., < and >) to solve real-world problems in which a part is unknown.

Math Standards for Numbers and Operations in Base Ten (Aligned with Common Core Standards) Building Blocks to The Number System • Recognize and compare numbers showing the symbols >, < or =. Compute fluently with multi-digit numbers and find common factors & multiples. • Add, subtract, multiply and divide multi-digit numbers with fluency. Apply and extend previous understanding of numbers to the system of rational numbers. • Solve real-world problems involving positive & negative numbers (use of a number line, temperatures including negative numbers, etc.). Apply and extend previous understanding of operations with fractions to add, subtract, multiply & divide rational numbers. • Add and subtract fractions with like denominators. • Use all operations to solve real-world problems with whole numbers to 100.

Math Standards for Numbers and Operations with Fractions (Aligned with Common Core Standards) Building Blocks to The Number System • Match symbolic representations (1/2, 1/3, 1/4, etc.) to fractional parts. Apply & extend previous understanding of multiplication & division to divide fractions by fractions. • Using a model, divide a whole number into fractional units (1/2, 1/3, 1/4, 1/8, 1/10) & count the fractional parts of a whole (3 parts of 4, 6 parts of 10, etc.).

Math Standards for Measurement and Data (Aligned with Common Core Standards) Life Skills for Measurement • Select units and use measurement tools accurately in the context of a daily living activity. • Solve problems involving measurement. • Apply knowledge of time skills to real-world problem-solving situations and scenarios. • Apply knowledge of money skills to real-world problem-solving situations and scenarios.

Math Standards for Geometry (Aligned with Common Core Standards) Building Blocks to Geometry • Sort and label shapes by multiple defining attributes. • Identify and plot points on a coordinate plane. Solve real-world and mathematical problems involving area, surface area and volume; solve real-life and mathematical problems involving angle measure, area, surface area and volume; solve real-world and mathematical problems involving volume of cylinders, cones and spheres. • Use measurement units to determine the perimeter of a rectangular figure or area. • Determine the area of a rectangle by positioning rows and counting unit squares that do not overlap. • Determine the area of a rectangle by measuring and multiplying whole number side lengths (area = length x width). • Solve real-world problems involving scaled drawings on a coordinate plane. • Solve real-world problems involving area, surface area and volume of three-dimensional objects, including cubes, rectangular prisms and cylinders. • Apply understanding of the area and circumference of a circle to real-world problems.

Math Standards for Ratios and Proportional Relationships (Aligned with Common Core Standards) Understand ratio concepts and use ratio reasoning to solve problems. Analyze proportional relationships and use them to solve real-world and mathematical problems. • Identify and write a ratio to compare part-to-part and part-to-whole relationships. (e.g., If for every lollipop in the bag, there are two candy bars, a 1:2 ratio exists.) • Solve real-world problems involving unit rate. (e.g., If it takes one hour to make one pillow, how long will it take to make four pillows?) • Apply understanding of percentages in real-world scenarios (10% tip, 30% sale, etc.).

Math Standards for Statistics and Probability (Aligned with Common Core Standards) Building Blocks to Statistics and Probability • Compare data and explain the meaning. • Read, construct and interpret tables and graphs. Develop an understanding of statistical variability. • Design questions and conduct a survey to gather data. Summarize and describe distributions. • Display, analyze and report data on a graph. Use random sampling to draw inferences about a population. • Use samples to gain information and make inferences about a group or population. (e.g., According to the preferences shown by 9/10s of the students in class, most teens like pizza). Draw informal comparative inferences about two populations. • Analyze data from two graphs to compare two groups or populations. Investigate chance processes and develop, use and evaluate probability models. • Determine the probability of an event’s occurring as likely, unlikely, certain or impossible (probability in weather conditions based on reports, etc.).

Standards for Earth and Space Science Environmental Science • Investigate the impact of geological events that impact Earth’s surface (earthquakes, hurricanes, fires, etc.). • Explore scientific ways to measure, predict and report weather conditions. • Identify types, causes, and consequences of land, water and air pollution. • Identify and describe benefits of alternative energy. • Identify and describe ways that humans have changed the environment (deforestation, waste management, etc.). • Participate in ways to reduce, reuse and recycle in order to save resources.

Standards for Life Science Biology • Explore DNA as the blueprint for traits passed from parent to offspring: characteristics, tendencies for certain diseases and so on. • Identify how plants and animals adapt to their environment. • Recognize the diversity of organisms by sorting plants and animals according to their classification. • Recognize the interdependence of plants and animals and changes over time. • Investigate basic body organs and systems and recognize the function of each.

Standards for Physical Science Physical Science • Recognize and investigate real-world examples of physical and chemical changes to matter. • Identify and investigate entries in the Periodic Table of Elements in relation to real-world product uses (gold in jewelry, aluminum in foil wrap, etc.). • Describe and investigate examples of energy and energy transfers in daily life (light bulb, car engine, sound in a radio, etc.). • Identify and investigate objects in motion in terms of distance, speed, position, acceleration and time. • Identify technologies in everyday life that meet human needs.

Standards for Scientific Inquiry • Identify questions to guide scientific investigations. • Conduct simple scientific investigations. • Use tools to gather data and information. • Analyze and interpret data. • Communicate and support findings.

Social Studies Standards for History American History • Identify the cause or result of a historical event or period of time. • Use multiple sources to create a sequence of events from a historical period. • Identify social, economic and political reasons for the Declaration of Independence and the American Revolution. • Describe ways that technology has changed workplaces, citie,s and communities (e.g., results of the Industrial Revolution to present). • Recognize that attitudes can reflect prejudice and discrimination (e.g., racial discrimination that continued after the Civil War, Nineteenth Amendment). • Identify roles of leaders as peacekeepers in the community, state and country (e.g., the emergence of United States as a world leader after World War I). • Recognize that working as a group can help identify a problem and develop a plan for its solution (e.g., The Great Depression and New Deal). • Consider a conflict situation and reasons for staying out of it or getting involved (e.g., World War II, nuclear arms). • Explain how conflicts can be resolved through compromise (e.g., Cold War, Vietnam War). • Describe how society allows for increased participation by people of various cultures, races, and ethnicities (e.g., Martin Luther King, Jr.). • Describe how society improves quality, of life through modern technology (e.g., advances in technology). • Evaluate current national issues and their advantages or challenges to this country. • Identify reasons that countries around the world share environmental concerns.

Social Studies Standards for Government American Government • Working with a group, identify a problem and create a plan to make an effective change. • Use information sources to investigate a current issue. • Analyze a conflict scenario and identify ways to resolve differences. • Identify key principles of the Constitution that define the structure of the government. • Identify key amendments to the Constitution that extend citizens’ rights. • Identify the three branches of the U.S. government and explain the function of each. • Describe the basic rights of citizens as defined in the Bill of Rights and explain the responsibilities of citizens. • Identify the basic structure of state government and how this structure works with that of the federal government. • Identify local issues and participate in the community to maintain or improve conditions. • Identify public agencies or public policies and explain how they benefit citizens.

Social Studies Standards for Geography World Geography • Use globes, maps and Internet resources to locate various places and information about those places. • Describe advantages and disadvantages of human activity that bring change to the environment (e.g., building or repairing infrastructure may benefit people but destroy animal habitat). • Identify renewable and nonrenewable resources and their uses. • Explain why communities change as a result of increasing or decreasing population (e.g., housing and other needs increase when people move into an area for employment). • Trace commonly used goods made in different parts of the world to understand the worldwide trade. • Identify and compare common characteristics and features of specific regions. • Describe past and present features of a city or region, using population, jobs, culture and transportation as the basis for a comparison. • Describe ways that technological advances bring people together from around the world (Internet, air transportation, etc.).

Social Studies Standards for Economics Economics and Financial Literacy • Evaluate positive and negative consequences of a financial decision. • Compare prices of similar items and determine which is the best buy. • Explain that goods and services are produced on the basis of people’s wants and needs. • Recognize that prices are determined by supply and demand. • Identify ways in which taxes generate money for federal and local government programs. • Identify goods and services made in the United States and those obtained from other countries. • Recognize that income is based on work skills, attitudes and job opportunities. • Recognize that personal earnings include deductions for taxes and benefits. • Create a simple personal financial plan that includes short- and long-term goals. • Create a simple budget that includes income and expenses. • Identify advantages and disadvantages of ways to make purchases, including cash, credit, and loans. • Identify reasons and ways to save money. • Identify reasons and ways to borrow money. • Identify differences between credit and debit cards. • Identify basic types of insurance (health, car, property, life, etc.) and the benefits of each.


Parent’s signature:  _____________________________________________.  Date: __________________


Firma del Padre:  _______________________________________________.  Fecha: ________________  


Firma del Estudiante: ___________________________________________.  Fecha: ________________


Student’s Signature: ____________________________________________.  Date: _________________

Here are some of our classes' shared beliefs:
1. Do what you do best, not because you have to, but because you want to.
2. Take pride in controlling your actions before someone else attempts to control you.
3. What productive action would you wake up to happy every morning even if you never got paid to do it?
4. Question everything and that will set you free.
5. Resiliency and patience is all I ask to help you succeed in life.
6. Blood if by far thicker than water, but love is much more valuable than blood.
7. Don't become stagnant water refusing to adapt to change, embrace it and you will easily learn from it.
8. More to come, stay tuned!