Here you will find descriptions of the course, expectations, and requirements. Students are not only accountable for them daily but also will be assessed on them on a future quiz (or two or three) as well.
Quick Course Overview
Our class is predicated on the four aspects of a language arts approach: reading, writing, speaking (and listening), and the study of language. While these areas often overlap, we will try to pursue growth and success in each area. Of note, that growth and success will vary from class to class and student to student. That individualized learning is an important area across all of 9th grade.
Grades will be earned on using the standard CB grading scale, with a 90/10 weighting. That standardized weighting in English is predicated on the emphasis on summative assessment, using formative assessment for feedback and growth purposes.
Examples of summative tasks from class include...
- Formal rubric'd pieces assessments to evaluate student learning; these will hold a larger point value and will require more time spent on instruction and review.
- Teacher selected novels will include literature unit tests and responses, often varying for learning style and text genre.
- Vocabulary work is derived from the literature and will include learning definitions, how to pronounce and use words in context, and SAT level synonyms and antonyms. All vocab tests can be second chanced, as the study of language can be difficult for many learners.
The following will be included in the formative category in the gradebook...
- Independent reading selections are meant to be "for the joy of reading". However, we will use those texts to practice skills/thinking practice as opposed to traditional "book reports". These would consequently be scored as formative.
- Grammar classwork/homework activities: we call these The Top Ten. The Top Ten occur in mini-grammar units that vary in length, complexity, and points assigned. These will blend both summative and formative scoring.
- Expect multiple formative activities and discussion for all teacher directed reading, as well as random reading checks as needed. These would occur prior to the summative (end of book) assessment.
Core Literature Units
To Kill a Mockingbird by Harper Lee
Romeo and Juliet by William Shakespeare
*plus, a minimum two additional teacher-selected novels from the approved district list
Personal narrative (3rd marking period)
Character monologue/dialogue(4th marking period)
Thematic literary analysis *this is technically not a core but is required for all CB students
Classroom Policies, Procedures, and Expectations.
For a detailed description of grade-wide/school wide policies regarding Absences, Late Work, and Second Chances, please visit the Team 9 page. A few policies that are specific to our class are found below.
It's important to bring writing materials (writer’s notebook) and a reading book (independent or assigned) to class every day, as we will often make time to work and/or read. Students will also be encouraged to bring and maintain a notebook with dividers for vocab, unit notes, and grammar work sections.
Assignments should always be copied down from the homework board into your assignment books at the beginning of class (even before the Do Now task. In addition, summative dates will be pushed to Canvas.
A student that turns in work that is not his/her own will receive grade penalties and possible disciplinary action; additionally, any student that enables another student to cheat will receive similar consequences.
Additional Work Policy Notes
As discussed in class, formative work is the foundation for any summative task. The feedback on formative work can occur in a variety of ways. Parents and students should monitor the on-line grade book. It will note how assignments are scored, how feedback was provided, and specific assignment details. This allows for clarity and to better monitor growth. Work that is assigned but not necessarily graded will be indicated; if more than three missing formative assignments are recorded, behavioral consequences will be assigned.
"Rubric tasks", grammar quizzes, and vocab tests are often second chance eligible -with specific guidelines for relearning the material. Of note, literature tests are not able to be retaken. Consequently, you need to not just read but read well by annotating, answering study guide questions, and participating in class!
Written work should be in blue/black ink or pencil. When asked, word processed (computer generated) text should always be 12pt Times New Roman or other "educational" font. Surprisingly, I have gotten full pages in crazy scripts. You are also asked to double space, title, and head the work (MLA format) properly.
Students may be required to type final copies or print from the web, so plan ahead. Printer failure or an empty ink cartridge is not an excuse for lateness as printers are provided here at school. Use a USB stick and print before homeroom. E-mail submissions are also not accepted, so if there is a doubt, write it out! However, most formal rubric'd pieces will be submitted electronically using Canvas.