Ms. Araujo’s 8 th Grade Language Arts Classroom

1. Ms. Araujo’s 8th Grade Language Arts Classroom New Frontier School District New Frontier Middle School

2. Classroom Overview Welcome Message Supply List Classroom Blueprint Description of Classroom Areas Classroom Visitors Parent-Teacher Communication Contact Information Weekly Newspaper Parent-Teacher Conferences Scheduling School Schedules Weekly classroom Schedule Daily Classroom Schedule First Day of School Greet Students at the Door Roll Student Information Cards School and Classroom Rules and Procedures Instruction and Evaluation Assess Preferred Learning Styles and Intelligences About Me Preview of Next Days Activities Teacher Led Dismissal Absences Missed Lessons Missed Work Missed Tests Safety and Health Policies and Procedures Medication Policy Fire Severe Weather School Wide Lock Down How Parents can Help School Programs Parents Should Know About Special Education English as a Second Language Guidance Counseling Extra-curricular Activities Bibliography Table of Contents

3. Classroom Overview Welcome Message Supply List Classroom Blue Print Description of Classroom Areas Classroom Visitors

4. Welcome Message Hello All, My name is Ms. Araujo. I teach 8th grade Language Arts, and I can’t wait for out new school year to begin. This slide show should inform all parents and students on everything they need to know about my class. If do happen to have any questions after you have finished this slide show, please feel free to contact me. A contact page has been provided for you in this slide show. Hope the last bit of your summer is as fantastic as you wish it to be! Sincerely, Ms. Araujo

5. Supply List • For this class you will need the following materials: • Pens • Pencils • Highlighters • Scissors • Glue • Tape • Colored Construction Paper • Markers • 2, 1’’ three ring binders • 3 hole punched loose leaf lined paper • 8 dividers • Other materials may be required throughout the rest of the year for special projects. Check the classroom newspaper for updates.

6. Classroom Blueprint

7. Description of Classroom Areas • Smartboard – The smartboard is an interactive whiteboard which interfaces with the classroom computers. • Computer Area – These computers are for student use and publication. • Library – The classroom library is open to each and every student at any time during the school day. The library is equipped with a reading area complete with a rug and reading pillows. • Assignment Wall / Mail Boxes – On this portion of the wall is a folder for each student with the days class and homework. The students are responsible to retrieve their work from their folder everyday. • Teachers Desk (front) – This desk if for administrative paperwork, such as attendance, and for students to turn in their homework. • Teachers Desk (back) – This desk holds all other teacher related work. • Student Desks – The first day of school, the students will be arranged in rows. Throughout the school year, desk arrangement may change depending on the assignment for the day. • Bulletin Boards(side walls) – The bulletin boards are meant to display daily and weekly calendars, along with special announcements, student work, and homework assignments with due dates. • Bulletin Boards (back wall) – This is a word/quote wall. A large, white piece of paper covers this bulletin board and any student, at any time can write anything (aside from profanities) on this wall. This is a place for students to say anything they wish too, without having to be identified.

8. Classroom Visitors • Visitors are welcome in my classroom at any time. • All visitors must check in at the office before coming to class.

9. Parent-Teacher Communication Contact Information Weekly Newspaper Parent-Teacher Conferences

10. Contact Information • I may be contacted any time by e-mail. My e-mail address is araujom@newfrontiermiddleschool.com • I try to be as prompt with my e-mails as possible. I normally check my e-mail in the morning before 7 o’clock, during lunch at 10:50 a.m., and during my planning period at 2:05 p.m.. • In case of an emergency or homework question you may call me after school hours at 513-238-9912.

11. Weekly Newspaper • Every Friday, students will be sent home with a newspaper, updating parents on what has happened that week and what is about to come. • The newspaper will also contain a section for student of the week.

12. Parent-Teacher conferences • Formal conferences are held with parents/guardians to advise them of their child’s academic and social progress, in October and March. During those times, I will make every effort to have personal contact with each child’s parent/guardian on the days set aside for conferences. • I am available to conference any other time of the school year upon request.

13. Scheduling School Schedules Weekly Classroom Schedule Daily Classroom Schedule

14. School Schedules • Please feel free to refer to the following links to obtain school schedules. • Daily School schedule • 1 hour delay schedule • 2 hour delay schedule • Assembly schedule

15. Weekly Classroom Schedule

16. Daily Classroom Schedule

17. First day of School First Day of School Classroom Schedule

18. Greet Students at the Door Roll Student Information Cards School and Classroom Rules and Procedures Classroom Rules Start of class Listening Speaking Respect End of class School Rules and Procedures The 17 Step Building Student Discipline Plan Instruction and Evaluation Curriculum Beliefs Methods Class work Homework Inclusion Week One Instructional Objectives Evaluation Assessment Reporting Student Progress to Parents Assess Preferred Learning Styles and Intelligences About Preferred Learning Styles Why I assess Preferred Learning Styles About Assessing Multiple Intelligences Why I assess Multiple Intelligences About Me Preview Next Days activities Teacher Led Dismissal First Day of School Classroom Schedule

19. Greet Students at the Door • Every period of every day, I will greet students at the door, because I want them to know I care about them. • I greet students at the door on the first day especially, so I can: • Introduce my self to students. • Check students registration cards to ensure they are entering the right room, and direct them to the correct room if they are not. • Welcome students to class. • Instruct students to pick up an index card and fill it out according to the questions on the smartboard.

20. Roll • Roll will be taken only on the first day, after the bell has rung, while students are filling out their student information cards. • The purpose of roll is to: • Establish a seating chart. • Get to know students by the names they would like to be called. • Every other day of the year, attendance will be taken according to the seating chart.

21. Student Information Cards • Please put the following information on your information card: • Name: • Date of Birth: • Hobbies: • Sports: • Clubs: • Favorite Teacher at New Frontier Middle School and Why: • Do you Like to Read (Be Honest), Why or Why not: • Do you Like to Write (Be Honest), Why or Why not: • What are some questions you have about life:

22. School and Classroom Rules and Procedures • Classroom Rules and Procedures • Start of Class • Listening • Speaking • Respect • End of Class • School Rules and Procedures • The 17 Step Building Student Discipline Plan.

23. Classroom Rules and Procedures • There are only five classroom rules: • Be in your seat and working on class work at the start of class • Listen while others are talking • Raise your hand before speaking • Be respectful of others and their property • Leave class when I dismiss you

24. Start of Class • Be in your Seat and working on class work at the Start of Class: • Why: The sooner all students are in their seats, the sooner the lesson can begin and the activity of the day can go underway. By not being in your seat when the bell rings, you are holding up yourself and your class mates from participating in the fun activities for the day. In some cases, activities can not be attended too if time is lost due to late students. • Consequences: Please refer to The 17 step Building Student Discipline Plan • Example of broken rule: Doug strolls into class a minute before the bell rings. He puts his books down, neglects getting his class work, and walks over to Liz. Liz who sitting at her desk, but is not doing her work. The bell rings, Doug and Liz keep on talking until the teacher closes the door, ten seconds after the bell rings. At which point, Doug retrieves his class work. Both Doug and Liz have broken this rule.

25. Listening • Listen while others are talking • Why: Listen while others are talking, because others might have a question or comment similar to one you might have. By not listening while others are talking, you may not get all the information you need to hear. • Consequences: Please refer to The 17 step Building Student Discipline Plan • Example of broken rule: Joe asks a question about the days homework, about the amount that is to be done. I decide to reduce the number of problems for homework. Kathy and Henry have been talking in the back of the class. They are not listening to Joe, they do not hear the question and answer. They end up doing the original amount of homework.

26. Speaking • Raise your hand before speaking • Why: I want to make sure I give credit where credit is due. If no one raises their hand, and everyone talks at once, I can not address students for their contributions to the lesson or conversation. • Consequences: Please refer to The 17 step Building Student Discipline Plan • Example of broken rule: I want to know what the class thought of The Giver, but everyone, except Sue, start to speak at once. No one ever hears anyone else's opinion and I can’t thank sue for her contribution to our discussion because I can’t hear her.

27. Respect • Respect others and their property • Why: If you don’t respect others, you will not be respected your self. • Consequences: Please refer to The 17 step Building Student Discipline Plan • Example of broken rule: Before class Tina put her purse down on her desk and then went to the bathroom. While Tina was gone, Charlie decided to look through Tina’s purse. Then, all through class, Charlie pulled Tina’s hair.

28. End of Class • Leave class when I dismiss you • Why: You never know what you might miss if you leave class before I tell you too. • Consequences: Please refer to The 17 step Building Student Discipline Plan • Example of broken rule: As soon as the bell rings, Billy runs out of class while every other student waits for me to dismiss them. Before I let them go, I inform them, their will be a quiz the next day. The next day, Billy is unprepared for the quiz and fails.

29. School Rules and Procedures • Classroom rules and procedures which are in accordance with school rules and procedures are listed below: • Search and Seizure • Dress Code • Drug and Alcohol • Student Computer Usage • Drug and Alcohol • Hall Passes • Harassment • Child Abuse • To access these rules and procedures, simply click on the links above.

30. The 17 Step Building Student Discipline Plan • Rules and Procedures on the First Day of School • Class-wide Reminder • Proximity/Nonverbal cues with offender • Proximity and Verbal Expectation • Before or In Class Warning • After Class Conference • Private Hallway Conference during Class • Parent Email/Phone Call • Final Warning from Classroom Teacher • In-School Detention • Meeting with a Building Disciplinarian • After-School Detention • Saturday School • Parent/Teacher/Administrator Conference • In-School Suspension • Out-of-School Suspension • Expelled

31. Instruction and Evaluation • Curriculum • Beliefs • Methods • Class work • Homework • Inclusion • Week One Instructional Objectives • Evaluation • Assessment • Reporting Student Progress to Parents

32. Curriculum (1 of 4) • This year, we will be exploring the following concepts: • Writing Conventions • A. Use correct spelling conventions. • B. Use correct punctuation and capitalization. • C. Demonstrate understanding of the grammatical conventions of the English language. • Acquisition of Vocabulary • A. Use context clues and text structures to determine the meaning of new vocabulary. • B. Examine the relationships of analogical statements to infer word meanings. • C. Recognize the importance and function of figurative language. • D. Explain how different events have influenced and changed the English language. • E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary. • F. Use multiple resources to enhance comprehension of vocabulary. • Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies • A. Apply reading comprehension strategies to understand grade-appropriate text. • B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). • C. Use appropriate self-monitoring strategies for comprehension.

33. Curriculum (2 of 4) • This year we will be exploring the following concepts. • Reading Applications: Informational, Technical and Persuasive Text • A. Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes. • B. Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences. • C. Analyze whether graphics supplement textual information and promote the author’s purpose. • D. Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text. • E. Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization). • Reading Applications: Literary Text • A. Analyze interactions between characters in literary text and how the interactions affect the plot. • B. Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text. • C. Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text. • D. Identify similar recurring themes across different works. • E. Analyze the use of a genre to express a theme or topic. • F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. • G. Explain techniques used by authors to develop style.

34. Curriculum (3 of 4) • This year we will be exploring the following concepts: • Writing Processes • A. Formulate writing ideas and identify a topic appropriate to the purpose and audience. • B. Determine the usefulness of organizers and apply appropriate pre-writing tasks. • C. Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. • D. Edit to improve sentence fluency, grammar and usage. • E. Apply tools to judge the quality of writing. • F. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. • Writing Applications • A. Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. • B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge • C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and that include appropriate details and exclude extraneous details and inconsistencies. • D. Use documented textual evidence to justify interpretations of literature or to support a research topic. • E. Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.

35. Curriculum (4 of 4) • This year we will explore the following concepts: • Research • A. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted. • B. Evaluate the usefulness and credibility of data and sources. • C. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. • D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement. • E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia. • Communication: Oral and Visual • A. Use a variety of strategies to enhance listening comprehension. • B. Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message. • C. Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker. • D. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. • E. Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure. • F. Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis. • G. Give presentations using a variety of delivery methods, visual displays and technology.

36. Beliefs • I believe • Reading and Writing are intertwined. • Writing is therapy. • Writing is Art. • Reading can transport any one any where. • Reading is a gateway into the mind. • The answer to every question can be found in a piece of text. • Text is not only written. Text can be any form of media. • Students should have the opportunity to read and create text, in its various forms. • Students need to be given authentic assignments.

37. Methods • Based on my beliefs, students are given the opportunity to explore a wide range of texts through reading, writing, and creating other forms of media in a workshop format. • Students will engage with their texts to ensure they get the maximum amount of information from them (this is how you answer lifes questions). • Mini-lessons will be provided throughout the year so students know how and what they need to be working on during workshops. • Students are given the opportunity to choose their reading books and writing topics as long as they fall within the guide lines of the units (which will be presented at the begging of every unit and posted on one of the bulletin boards). • Every Friday, I will read to the class their class novel, or a short pieces of writing (depending on the unit), and we will discuss the book in small groups.

38. Class Work • All Class work will be in students Mail boxes at the beginning of class. • Students are expected to pick up their class work from their mail box as soon as they enter the class and start working on it immediately. • Class work is never homework.

39. Homework • Homework will be attached to the students class work and will be marked as homework. • In addition, all homework assignments, as well as their due dates, will be posted on the bulletin board next to the students mail boxes. • All homework and due dates will be identified before the class is dismissed. • All homework is to be turned in at the front of the class on the teachers desk in the bin titled “In Box, period…”

40. Inclusion • Any student’s special needs will be addressed in this class. • If you are curious about any special needs you feel you may have, please refer to School Programs Parents Need to Know About in this slide show.

41. Week One Instructional Objectives • Students familiarize themselves with the procedures of a typical day and be able to perform them without fault. • Students will be able to self select reading material. • Students will be able to explain and analyze how an author appeals to an audience, the student. • Students will be able to Formulate writing ideas and identify a topic appropriate to the purpose and audience.

42. Evaluation • Students will be evaluated, in other words, given a grade, on their final writing projects, as well as their reading journals. • Students will be assessed, judged for their command of objectives, on a daily basis.

43. Assessment • A log will be kept on daily basis indicating what objectives a student is, or is not, grasping based on quantitative (number) and qualitative (characteristic) data. The log will record as to what benchmarks, standards, and indicators the student has completed and to what extent the student has completed them. Though, students may be measured on how they meet an objective by a number (say 7 out of 10), that number may not necessarily go into a grade book.

44. Reporting Student Progress to Parents • Student progress logs, along with grade book information is available for students and parents to see on the classroom website.

45. Assessing Preferred Learning Styles and Multiple Intelligences • About Assessing Preferred Learning Styles • Why I Assess Preferred Learning Styles • About Assessing Multiple Intelligences • Why I assess Multiple Intelligences

46. About Assessing Preferred Learning Styles • A preferred learning style is the way an individual learns best. It involves one’s ideal method of taking in, organizing, and making sense of information. • A person may learn best by hearing (auditory learners), seeing (visual learners), or doing (kinesthetic learners).

47. Why I Assess Preferred Learning Styles • Students’ preferred learning styles will be assessed the first day of school so I will be able to meet student’s needs using the most effective instructional methods possible. • By assessing preferred learning styles I can teach to my students abilities which will ultimately optimize learning.

48. About Assessing Multiple Intelligences • One may also have a preference in regards to the following intelligences: • linguistic (word smart) • logical-mathematical (number smart) • spatial (picture smart) • bodily-kinesthetic (body smart) • musical (music smart) • interpersonal (people smart) • intrapersonal (self smart) • naturalist (nature smart)

49. Why I Assess Multiple Intelligences • I will also assess Multiple Intelligences so I can teach to students background knowledge and interest. Which, again, will ultimately optimize learning.

50. About Me • Some things you may not know about me: • I am Married to a delightful man named Doug. • We own a video game store in Caesars Creek Flea market called Game Adix. • I Graduated from Miami University with a degree in Middle Childhood Education: Math and Language Arts. • I run the Theater Club, here, at New Frontier Middle School. • My favorite sport is Frisbee Golf. • I am currently working towards my masters in English Education K-12.