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Intro to English I

Navigate through the key guidelines for English I with Dr. Minerva to excel in class discussions, organization, assignments, and grading criteria. Understand the essentials for a successful academic journey.

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Intro to English I

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Presentation Transcript

  1. Intro to English I Dr. Minerva

  2. The Key to Life (in English I) • We are all new to Northwest High School • We will all make mistakes • We will all have good days and bad days • Keep the three basic expectations in mind and we’ll work it out

  3. Three Basics • Show respect • Take responsibility • Be prepared • These expectations are not just for you….

  4. Rubrics Df: A chart with grading criteria (rows) and scores (columns) NB—The top grade is not understanding; it is mastery • Take brief notes on today’s rubric • Use abbreviations • Jot questions to the right • This PPT will be available after the first week

  5. Getting Started • Copy the headingsfrom the PPT for each topic • Listen rather than checking with a neighbor • If you miss an idea, my grade should reflect that (check minus or zero) Check plus Check Check minus Zero

  6. ACHIEVE Activity = Intro to English I Conversation = 0 – 2 (2 for group work only) Help = Raise hand politely to get my attention Integrity = Work solo unless directed to a group Effort = Face front, take notes, make eye contact Value = You get to give a grade! Efficiency = Copy headings from PPT; keep notes brief

  7. Beginning Class Passing time--sharpen pencils, get water, use the restroom, etc. When you arrive-- • Read the southboard for objectives, activities and HW (look left) • Find bell work projected in front or on the west board • Begin bell work when the bell rings • During bell work, voice level 0 or 1

  8. What If I Wasn’t Paying Attention and Don’t Know What the Homework Is? Ask a classmate/tell a classmate the answer (voice level 1) Raise hands to respond (voice level 2)

  9. Writing/Submitting Bell Work • Bellwork= a warm up • Grammar, vocabulary, a journal entry, or something related to what we’ll do that day • Use the same sheet each day • To begin, write the date at the top • Write the bell work response • Draw a line beneath to keep entries separate • BW goes into the DAILY WORK section • These are sometimes for credit, sometimes not • Do not make up bellwork after an absence

  10. Speaking in Class • When I stand inside the rectangle and raise one hand, be seated, facing front, and quiet. • Raise your hand to speak in class. • Our conversations will be civil (no “shut up!” “that’s stupid!”). • I will not call on the same people every time so I will sometimes call on you if you look engaged (or not). • Speaking keeps you alert so I want everyone to participate. If someone else is speaking, you should not be.

  11. Organizing Class Work Use five sections with dividers— 1) Bell work/daily work/hw 2) Vocabulary 3) Literature notes 4) Writing assignments 5) Independent Reading Project (IRP) Do not toss anything, especially graded work • insurance policy • comprehensive finals

  12. Leaving the Room • One person of each gender may go to the bathroom at the same time (two people at a time can be gone) • Bring me your agenda to sign • Do not ask to leave in the middle of a lesson • You may not go in the ten-ten range • If you have an appointment during class, tell me when you arrive in class

  13. Using the Class Website • Go to the usd259 website • Go to Class Pages • Go to Language Arts • Go to Minerva (this does not yet exist….) • At the beginning of each unit, check for an overview • Every Sunday, check for that week’s assignments • Calendar • Note from teacher • Find downloadable assignment sheets, a calendar, and other class info here

  14. Understanding Grades • Daily grades, bell work, homework (10%) • 25 point assignments given frequently • Should be complete but not looking for mastery • Vocabulary tests, short writing assignments, IRPs (20%) • 100 point assignments given weekly or less • Prepare for these; they will be graded for mastery • Major test/paper/project (50%) • Four unit tests per semester • Comprehensive finals (10%) + Portfolio (10%) • One comp per semester; portfolios once per semester

  15. Seventh Inning Stretch • Line up tallest to shortest • Pair up with the person to your left • Compare notes • You have two minutes • Add information if you missed it

  16. Returning from an Absence/Getting Help • Check the class website • Chat with a friend about what we did • See me • Make sure you are prepared for that day • Major work is due within a week (Tuesday to Tuesday = one week) • Homework is due the second day you return, and can come in at the very end of the day; after that, I will not accept it. • (BW does not need to be made up) • See me before school, after school, during PREP time

  17. IRPs • IRP = Independent Reading Projects • Library visit • Buy the book if you want to annotate it • Choices of how to earn IRP credit • Honors—two per semester; English I—one per semester • Independent = work done outside of class

  18. Common Core • Pre-test on the first day or two of each unit • Intro to content and skills • Assignments give you experience working on content and skills • Atest, a paper, or a project shows how well you understood the content and skills

  19. Turning in Work • Bell work: checked off periodically in class • Daily work: checked off in class or collected by teacher • Quizzes: handed forward • Drafts, projects, tests, papers: into your class basket or to the H-drive

  20. Reviewing for a Test • Games/groups • You will sometimes create the study guide using a form with blanks

  21. Getting Into Groups • Chairs in a quad pod—four square, no spaces • Roles include • Leader (makes sure everyone talks, stays on track) • Facilitator (re-reads assignment/instructions) • Secretary (takes notes) • Presenter (tells class what you did) • Groups should reflect minds at work, not one or two people • Major group grades will include individual performance

  22. Mini-Review • Quad pod with those nearby (four desks pushed together, no spaces) • You have two minutes to study for your big test on this rubric • Suggestions • Swap rubrics • Quiz one another • Guess what might be important to know

  23. The Game Groups—numbered (you will use names for a real review) • After I ask the question, confer with your group and jot down your answer; you will not have much time • Pass group answers forward • Winning these games can earn your group a few extra credit points • Put your notes away….

  24. Test 1 • If you were absent, what are your three resources (in order)? • How long do you have after an absence to make up major work for credit? • How long do you have to make up homework? • What two things do you do at the beginning of class? • True or false: bell work must be made up after an absence.

  25. Pass It Forward • You’ll receive a test to grade • Put an “X” beside anything that is incorrect • Not sure? Raise your hand • Return the test to the front

  26. Test 1 Answers • Class website; friend; teacher • One week (Tuesday to Tuesday = one week) • Homework is due the second day you return to class • Check the side board for HW and activities; check the front board for bell work (or begin bell work) • False—bell work does not need to be made up.

  27. Test 2 • When during the period can you not leave the room? • How long after an absence do you have to make up major work? • When do you work on IRPs? • Why should you hang onto work you’ve already completed and/or turned in? (two reasons) • If you want help or have been absent, what are your three resources (in order)?

  28. Pass It Forward • You’ll receive a test to grade • Put an “X” beside anything that is incorrect • Not sure? Raise your hand • Return the test to the front

  29. Test 2 Answers • During 10-10 time, you cannot leave (first and last ten minutes of class) • You have one week to make up work (Tuesday to Tuesday = one week). • IRPs are independent reading projects; work on them on your own time. • First, you can use it to study for the comp final; second, there might be a discrepancy (rare but worth having your work to support your claim). • The website; a friend; the teacher

  30. Drafting a Paper or Project • Zero draft = a directed free-write • Rough draft = a paper with a beginning, middle, and end that has a provisional thesis, complete sentences • Final, polished version= paper that uses feedback; typed; MLA format; project that reflects feedback and drafting/rehearsal

  31. Odds/Ends • Cell phones • School policy: they are to be out of sight, out of mind (see handbook p. 19) • Food/drink • No food in class; water bottles are okay

  32. Grade Me Plus = 3 points Check = 2 points Minus = 1 point Zero = 0 • Write me a short comment to explain the grade to me—what you think I did well and where I need to improve. • This rubric is a pretend test. Where does it go?

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