Advanced English 8
Mrs. Perry
Class Expectations
Welcome back to Kemps Landing Middle School and Advanced English 8 tailored for our gifted students! I am looking forward to a wonderful year with all of you. Included here in my classroom expectations are policies and procedures which, combined with the VBCPS Code of Student Conduct, the KLMS Student Handbook, and Griffin Team policies, I hope will maximize our ability to both meet the educational objectives of the City of Virginia Beach Public Schools and work together in an environment of mutual respect and cooperation. A copy of these class expectations will be posted electronically on the class portal site for parent and student reference.
Planner Policy:
KLMS Honor Code: I am guided by the four cornerstones of character at KLMS. I will demonstrate honesty, responsibility, self-control, and respect in all my words and actions.
This honor code is a blueprint by which any person can model behavior to best serve his family and community. Rather than emphasizing the negative behaviors that contribute to violating this code, we offer for study and reflection the concept of “Semper Honore” (Always with Honor) to which students can aspire. Because honor code violations are a part of the VBCPS Code of Student Conduct, students who are found in violation of the Honor Code will face the disciplinary action outlined in the planner. As defined, “Cheating includes the actual giving or receiving of any unauthorized aid or assistance or the actual giving or receiving of unfair advantage on any form of academic work.” No student should give or receive aid on any assignment (with the exception of group work) as the Honor Code and its disciplinary actions will be enforced at all times.
Griffin Team Homework/Late Policy: All homework should be done on time. Work turned in after that will receive a zero, but feedback/corrections will be provided. Projects turned in late will result in a 10-point per calendar day deduction (regardless of whether or not you see that teacher the next day).
Griffin Team Absences Policy: It is the STUDENT’S responsibility to see the teacher for all make-up work. Students should be proactive during an absence when possible by e-mailing the teacher, other classmates, and/or checking the class portal site to get homework and other class materials. If an absence is known in advance, a student must complete and turn in the work before the absence. For work assigned the day of the absence, a student has the number of excused absent days plus one day to complete and turn in make-up work. When a student is absent, the homework due that day is expected the day the student returns. A buddy page will outline what the student missed, but it is the student’s responsibility to get the buddy page.
Grading and Evaluation
General Information:
· Parents and students are reminded that all student papers, tests, etc. are the property of Kemps Landing Magnet School and the instructor. These items may be sent home at the teacher’s discretion. Any parent wishing to view any materials shall contact the teacher.
· Extra help is available by appointment during lunch and after school.
· Parents and students are always welcome to e-mail Mrs. Perry at [email protected] with any questions or concerns. If you prefer a phone conversation, please e-mail when and how you can be reached, and I will call you.
The Commonwealth of Virginia has adopted Standards of Learning for this course. Therefore, it is extremely important that students complete all assignments, tests, and projects, as all of these methods will be used to impart knowledge and skills necessary to successfully complete SOL testing. Additional information will be forthcoming.
Please sign and date in the spaces below stating that you have read this document. Thank you.
__________________ _____________________________ _________________________________
Date Student’s Signature Parent/Guardian Signature
_________________________________
E Mail
Advanced English 8
Course Description, Portfolio Information, Tips for Success
Advanced English 8 tailored for gifted students at KLMS examines the hero in literature, from Beowulf to contemporary young adult novels. Acting as literary critics, students engage in authentic scholarship through writing and thinking tasks designed around essential questions and enduring understandings. Students will refine their writing process, especially organization, revision, editing, and reflection, through exploration of different modes from expository to creative writing. Students will prepare for three English 8 SOL tests, including a writing prompt, a writing/editing multiple-choice test, and a reading test.
Skill Development: Eighth grade English students will work toward improving their oral, reading, and written language skills. They will also continue to expand their knowledge of research techniques.
Reading– Students will apply their knowledge of literary terms and forms to their own reading and writing and to analyses of literature and other printed materials. They will be introduced to literary works from a variety of cultures and eras. Students will acquire new vocabulary to improve both their reading and writing skills
Written– Students will write narrative, literary, expository, creative, and technical forms with an emphasis on analysis. As in all grade levels, daily writing experiences are essential. Students should develop as writers by participating in a process for writing– pre-writing, organizing, composing, revising, editing, and publishing. Students will incorporate grammar study in context while reading and writing.
Oral- At the eighth grade level, students will develop interpersonal communication skills as well as those skills required for more formal public speaking opportunities. They will present and critique dramatic readings of literary selections and will continue to develop proficiency in making planned oral presentations.
Research– Students will develop skills in using electronic databases to access, assess, synthesize, evaluate, and properly credit information sources of ideas used in research writing.
Success and a Growth Mindset:
Success in Advanced English 8 will be influenced by a student’s ability to embrace a growth mindset, a belief that his/her intelligence can be developed. Dr. Carol Dweck, a psychologist specializing in motivation, discovered the power of the growth mindset. Students will succeed when they:
· Embrace challenges (vs. avoiding them),
· Persist in the face of setbacks (vs. giving up easily),
· See effort as the path to mastery (vs. seeing effort as worthless),
· Learn from criticism (vs. ignoring useful feedback),
· Find lessons and inspiration in the success of others (vs. feeling threatened by others’ success).
Parents as Writing Coaches:
Parents should NOT type, write, organize, rewrite, revise, or correct student writing. Parents can and should act as coaches and advocates for their child’s work. In order to help students develop the critical and reflective thinking to strengthen their own writing, parents should respond to writing by giving specific positive feedback: “Your thesis statement is really clear,” or, “Your introduction really hooked my interest,” and by asking questions that promote revision and editing, such as: “How is this paragraph related to your thesis statement?” or, “What makes this paper stronger than your last?” or, “Did you proofread this paper, reading it backwards and/or out loud, to check for editing mistakes?”
Shelbie Witte, an assistant professor in English education at Florida State University, suggests parents can best help adolescents improve their writing by encouraging them to revise. Here are her strategies for helping your child become a better writer through revision:
· Show your child how revision is necessary in life. “Show how recipes are revised through tasting,” she says. “Revision is just part of life.”
· Help your child see revision in her own life. For example, she might try on an outfit, take a step back, see what can be improved, and then add some accessories.
· Talk about how much you write in your daily life: emails, memos, letters, text messages. “There are so many opportunities for writing in the real world,” Witte says. Show your child how you review an email and make changes to improve it before sending.
· Let your child know that every occupation requires writing. Doctors write. Artists write. Athletes write. Look for examples everywhere you go of people writing as part of their professional lives. Encourage adults in your child’s life to point out examples of writing and revision.
· Show your child how writing can help him work through problems and find a solution. If something is bothering him, have him write about it. Or if your family is having a problem, such as feeling overscheduled or not being able to stick to a budget, have your child write down potential solutions.
· Help your child tackle math problems with writing. Sometimes writing a paragraph about how you plan to solve an equation can help. Really! “If ever there were a skill that crosses every curricular area, it’s writing,” Witte says. “Writing can help you get a better handle on an abstract concept.”
· Emphasize reading and writing as two of life’s great pleasures that go together. “Writing shouldn’t be held in isolation,” Witte says.
· Read your child’s writing and comment on it. Take time to praise your child’s writing, even if it’s a routine assignment that comes home in the backpack. “Audience is a big part of motivation,” Witte says.
Ghezzi, Patti. Encourage children to keep reviewing and revising, and they'll see their writing improve. 29 August 2010 <http://www.schoolfamily.com/school-family-articles/article/10688-help-your-child-build-writing-skills>.
Portfolio Information:
Over the course of the year, students will once again create a portfolio where they will compile their writings. The portfolio entries from seventh grade may be included in the current portfolio. During the year, students will grow and change as writers, and their portfolios will demonstrate those changes and improvements. To embark on this task, students will need pens and pencils, paper, thumb drives, and highlighters. All parts of the portfolio must be saved digitally to their student portals and thumb drives and kept in hard-copy form in their portfolio folders in the classrooms.
Many of the writings will correspond to the units we study in class, and some will be additional practice during class/FOCUS. As we begin each new unit of study, we will continue to add to each student’s weebly .com portfolio. By May, students will have a great quantity and variety of selections. One of those pieces must include all the stages of the writing process: pre-writing, organizing, drafting, revising, editing, and reflecting. Students will also select several pieces which they feel show their best work, then ask outside readers to read their pieces and give input on which they think are the best; however, the final decision of the other pieces to include is theirs.
The main goal of the portfolio is to improve student writing skills and to enhance their abilities as readers, writers, and thinkers. When students take their work seriously and make an effort to learn and improve, they will be able to see their progress in the final portfolio. Their final portfolios will be graded on presentation, content, and mechanics.
I look forward to working with everyone on this endeavor and helping each student improve her or his writing.
Sincerely,
M. Perry
Please sign and date in the spaces below indicating that you have read the letter and understand the portfolio process, the importance of a growth mindset, and the concept of the parent as a writing coach. Thank you.
Mrs. Perry
Class Expectations
Welcome back to Kemps Landing Middle School and Advanced English 8 tailored for our gifted students! I am looking forward to a wonderful year with all of you. Included here in my classroom expectations are policies and procedures which, combined with the VBCPS Code of Student Conduct, the KLMS Student Handbook, and Griffin Team policies, I hope will maximize our ability to both meet the educational objectives of the City of Virginia Beach Public Schools and work together in an environment of mutual respect and cooperation. A copy of these class expectations will be posted electronically on the class portal site for parent and student reference.
- All policies outlined in the Kemps Landing Middle School Student Planner will be observed in this class every day. Please review these policies in the student planner.
- The KLMS Honor Code will be enforced at all times.
- Treat others with respect and courtesy at all times.
- Come to class each day with the materials that you need to succeed: homework, writing utensils, flashdrive, paper, English binder, current novel(s), and most importantly, a growth mindset.
- Please be responsible for the novels checked out to you. Do not alter the numbers on your book or take anyone else’s book unless you have permission. Return books in a timely manner and in good shape!
Planner Policy:
- Students are required to bring their planner with them each day.
- All assignments must be written in the planner. If there is no written homework, this must be written as well. Students are expected to review their planners when packing up and at home each day.
- Students must have their planners in order to be issued a hall pass.
KLMS Honor Code: I am guided by the four cornerstones of character at KLMS. I will demonstrate honesty, responsibility, self-control, and respect in all my words and actions.
This honor code is a blueprint by which any person can model behavior to best serve his family and community. Rather than emphasizing the negative behaviors that contribute to violating this code, we offer for study and reflection the concept of “Semper Honore” (Always with Honor) to which students can aspire. Because honor code violations are a part of the VBCPS Code of Student Conduct, students who are found in violation of the Honor Code will face the disciplinary action outlined in the planner. As defined, “Cheating includes the actual giving or receiving of any unauthorized aid or assistance or the actual giving or receiving of unfair advantage on any form of academic work.” No student should give or receive aid on any assignment (with the exception of group work) as the Honor Code and its disciplinary actions will be enforced at all times.
Griffin Team Homework/Late Policy: All homework should be done on time. Work turned in after that will receive a zero, but feedback/corrections will be provided. Projects turned in late will result in a 10-point per calendar day deduction (regardless of whether or not you see that teacher the next day).
Griffin Team Absences Policy: It is the STUDENT’S responsibility to see the teacher for all make-up work. Students should be proactive during an absence when possible by e-mailing the teacher, other classmates, and/or checking the class portal site to get homework and other class materials. If an absence is known in advance, a student must complete and turn in the work before the absence. For work assigned the day of the absence, a student has the number of excused absent days plus one day to complete and turn in make-up work. When a student is absent, the homework due that day is expected the day the student returns. A buddy page will outline what the student missed, but it is the student’s responsibility to get the buddy page.
Grading and Evaluation
- A variety of assignments will be assessed in this course. Tests, quizzes, projects, writings, performance tasks, and select daily work will be graded. Please note that not all work will be graded.
- Parents should monitor their child’s grades through Parent Portal. A “0” in the gradebook indicates that the assignment was not attempted, was not turned in, or was not yet ready to be graded. An “X” in the gradebook indicates that the student turned in the assignment and evaluation is pending.
- Throughout the course of the year, long-term assignments will accompany units of study. With each project, a description, schedule, and scoring guide will be given in advance. Rubrics will be provided prior to the evaluation of a major assignment. Depending upon the nature of the assignment, these projects will either count two or three times toward the final average.
- In an effort to encourage revision, students have the opportunity to revise most major written assignments for points back. Revision means that the student has significantly and intentionally rethought, reorganized, refined, and reviewed the assignment at both the sentence and paragraph level.
- The standard Virginia Beach City Public Schools’ grading scale will be followed. There is a copy in the student handbook.
- All work done both inside and outside of the classroom must be the student’s own work unless otherwise indicated by the teacher. There will be opportunities for cooperative grouping, and students will be given specific instructions for those assignments. Otherwise, the sharing of work is considered cheating and/or plagiarism.
- Most assignments given on a regular basis will necessitate individual effort in order to accurately assess the understanding or mastery of the concept or skill set identified within the assignment. On occasion, however, students may work together in order to enhance 21st century skills in team building and collaboration. The teacher will indicate when these collaborative assignments will take place. Each student should always exercise the utmost integrity in the practice and accomplishment of her/his work, both individually and collaboratively.
General Information:
· Parents and students are reminded that all student papers, tests, etc. are the property of Kemps Landing Magnet School and the instructor. These items may be sent home at the teacher’s discretion. Any parent wishing to view any materials shall contact the teacher.
· Extra help is available by appointment during lunch and after school.
· Parents and students are always welcome to e-mail Mrs. Perry at [email protected] with any questions or concerns. If you prefer a phone conversation, please e-mail when and how you can be reached, and I will call you.
The Commonwealth of Virginia has adopted Standards of Learning for this course. Therefore, it is extremely important that students complete all assignments, tests, and projects, as all of these methods will be used to impart knowledge and skills necessary to successfully complete SOL testing. Additional information will be forthcoming.
Please sign and date in the spaces below stating that you have read this document. Thank you.
__________________ _____________________________ _________________________________
Date Student’s Signature Parent/Guardian Signature
_________________________________
E Mail
Advanced English 8
Course Description, Portfolio Information, Tips for Success
Advanced English 8 tailored for gifted students at KLMS examines the hero in literature, from Beowulf to contemporary young adult novels. Acting as literary critics, students engage in authentic scholarship through writing and thinking tasks designed around essential questions and enduring understandings. Students will refine their writing process, especially organization, revision, editing, and reflection, through exploration of different modes from expository to creative writing. Students will prepare for three English 8 SOL tests, including a writing prompt, a writing/editing multiple-choice test, and a reading test.
Skill Development: Eighth grade English students will work toward improving their oral, reading, and written language skills. They will also continue to expand their knowledge of research techniques.
Reading– Students will apply their knowledge of literary terms and forms to their own reading and writing and to analyses of literature and other printed materials. They will be introduced to literary works from a variety of cultures and eras. Students will acquire new vocabulary to improve both their reading and writing skills
Written– Students will write narrative, literary, expository, creative, and technical forms with an emphasis on analysis. As in all grade levels, daily writing experiences are essential. Students should develop as writers by participating in a process for writing– pre-writing, organizing, composing, revising, editing, and publishing. Students will incorporate grammar study in context while reading and writing.
Oral- At the eighth grade level, students will develop interpersonal communication skills as well as those skills required for more formal public speaking opportunities. They will present and critique dramatic readings of literary selections and will continue to develop proficiency in making planned oral presentations.
Research– Students will develop skills in using electronic databases to access, assess, synthesize, evaluate, and properly credit information sources of ideas used in research writing.
Success and a Growth Mindset:
Success in Advanced English 8 will be influenced by a student’s ability to embrace a growth mindset, a belief that his/her intelligence can be developed. Dr. Carol Dweck, a psychologist specializing in motivation, discovered the power of the growth mindset. Students will succeed when they:
· Embrace challenges (vs. avoiding them),
· Persist in the face of setbacks (vs. giving up easily),
· See effort as the path to mastery (vs. seeing effort as worthless),
· Learn from criticism (vs. ignoring useful feedback),
· Find lessons and inspiration in the success of others (vs. feeling threatened by others’ success).
Parents as Writing Coaches:
Parents should NOT type, write, organize, rewrite, revise, or correct student writing. Parents can and should act as coaches and advocates for their child’s work. In order to help students develop the critical and reflective thinking to strengthen their own writing, parents should respond to writing by giving specific positive feedback: “Your thesis statement is really clear,” or, “Your introduction really hooked my interest,” and by asking questions that promote revision and editing, such as: “How is this paragraph related to your thesis statement?” or, “What makes this paper stronger than your last?” or, “Did you proofread this paper, reading it backwards and/or out loud, to check for editing mistakes?”
Shelbie Witte, an assistant professor in English education at Florida State University, suggests parents can best help adolescents improve their writing by encouraging them to revise. Here are her strategies for helping your child become a better writer through revision:
· Show your child how revision is necessary in life. “Show how recipes are revised through tasting,” she says. “Revision is just part of life.”
· Help your child see revision in her own life. For example, she might try on an outfit, take a step back, see what can be improved, and then add some accessories.
· Talk about how much you write in your daily life: emails, memos, letters, text messages. “There are so many opportunities for writing in the real world,” Witte says. Show your child how you review an email and make changes to improve it before sending.
· Let your child know that every occupation requires writing. Doctors write. Artists write. Athletes write. Look for examples everywhere you go of people writing as part of their professional lives. Encourage adults in your child’s life to point out examples of writing and revision.
· Show your child how writing can help him work through problems and find a solution. If something is bothering him, have him write about it. Or if your family is having a problem, such as feeling overscheduled or not being able to stick to a budget, have your child write down potential solutions.
· Help your child tackle math problems with writing. Sometimes writing a paragraph about how you plan to solve an equation can help. Really! “If ever there were a skill that crosses every curricular area, it’s writing,” Witte says. “Writing can help you get a better handle on an abstract concept.”
· Emphasize reading and writing as two of life’s great pleasures that go together. “Writing shouldn’t be held in isolation,” Witte says.
· Read your child’s writing and comment on it. Take time to praise your child’s writing, even if it’s a routine assignment that comes home in the backpack. “Audience is a big part of motivation,” Witte says.
Ghezzi, Patti. Encourage children to keep reviewing and revising, and they'll see their writing improve. 29 August 2010 <http://www.schoolfamily.com/school-family-articles/article/10688-help-your-child-build-writing-skills>.
Portfolio Information:
Over the course of the year, students will once again create a portfolio where they will compile their writings. The portfolio entries from seventh grade may be included in the current portfolio. During the year, students will grow and change as writers, and their portfolios will demonstrate those changes and improvements. To embark on this task, students will need pens and pencils, paper, thumb drives, and highlighters. All parts of the portfolio must be saved digitally to their student portals and thumb drives and kept in hard-copy form in their portfolio folders in the classrooms.
Many of the writings will correspond to the units we study in class, and some will be additional practice during class/FOCUS. As we begin each new unit of study, we will continue to add to each student’s weebly .com portfolio. By May, students will have a great quantity and variety of selections. One of those pieces must include all the stages of the writing process: pre-writing, organizing, drafting, revising, editing, and reflecting. Students will also select several pieces which they feel show their best work, then ask outside readers to read their pieces and give input on which they think are the best; however, the final decision of the other pieces to include is theirs.
The main goal of the portfolio is to improve student writing skills and to enhance their abilities as readers, writers, and thinkers. When students take their work seriously and make an effort to learn and improve, they will be able to see their progress in the final portfolio. Their final portfolios will be graded on presentation, content, and mechanics.
I look forward to working with everyone on this endeavor and helping each student improve her or his writing.
Sincerely,
M. Perry
Please sign and date in the spaces below indicating that you have read the letter and understand the portfolio process, the importance of a growth mindset, and the concept of the parent as a writing coach. Thank you.