Welcome to Language Arts!

1. Welcome to Language Arts! Mrs. Terry, Grades 7-8 2013-14

2. Vision Forest Hills Public Schools…all learners achieving individual potential Mission In partnership with our community, Forest Hills Public Schools will provide all learners with opportunities to acquire the knowledge, skills, and experiences necessary to build meaningful and productive lives.

3. Important Information aterry@fhps.net • E-mail is my preferred method of contact. I answer e-mails twice daily (morning and after school). • My website is full of important information, including the syllabus, agenda, copies of assignments, and valuable links. Please visit frequently: http://amyterry.weebly.com/ *Please note that some of the policies and procedures outlined in this Powerpoint may be subject to change as I learn more about the cultures and expectations at each individual campus.

4. “Meet” the Teacher • I was born and raised in Hudsonville, Michigan. • I received my bachelor’s degree in English language and literature from Grand Valley State University, and my master’s degree in secondary education from Aquinas College. • I moved to Phoenix to begin my teaching career and taught 7th and 8th grade regular and challenge language arts there for eleven years. • I met my husband in Phoenix and we have two children: Sofia, who is 8 years old, and Taj, who is 7. • I love reading, writing, camping at the beach in Mexico, cooking, and studying government, politics, and world religions. • If I didn’t teach language arts, I would love to teach social studies.

5. My Goals: In a Nutshell • To inspire you to read literature and to like it • To give you the privilege of listening to others’ ideas (not just mine), and the opportunity to share your own • To teach you the language used to discuss literature (plot, irony, symbolism, etc.). • To give you the tools that you need to write an effective essay, story or poem. • To nurture your creativity and allow it to grow.

6. Class Objectives (based on the Common Core ELA standards) • Support ideas and inferences with textual evidence and research. • Review and strengthen grammar, punctuation, spelling and vocabulary skills. • Use the multi-paragraph essay format and the six traits of quality writing to create structured essays and creative writing pieces, including poetry. • Read and analyze short stories, novels, and poetry for comprehension and content. • Participate in class discussions based on assigned literary texts. • Learn and utilize the elements of literature. • Engage in independent reading and complete journals based on selected books.

7. Classroom Expectations • We will obey the school rules and district policies. • We will not cause a problem for ourselves or others. If we do, we will be guided into owning and solving it. If we cannot self-correct our problem, our teacher will do something about it. If we feel that we have been treated unfairly by our teacher, we will talk to her privately about our feelings. • Please note that cell phones must be powered off and stored in your locker, no food or drink should be brought into the classroom, and shorts must be longer than your arms hanging at your sides with closed fists. • For a detailed description of school policies, please refer to the middle school student handbook: http://www.fhps.net/centralmiddle/files/2011/08/MS-Student-hndbk-2011-12.pdf

8. …and PLEASE • “Mi casa es su casa” (my house is your house) and this classroom is my second home. You are my guest; please be respectful. I am a bit of a neat-freak  • Students will not be dismissed until all scraps of paper are picked up from the floor and supplies are put away. Thank you!

9. Suggested Supplies • Pencils, pens (blue or black and red ink) • Highlighters (we use them frequently) • Loose-leaf paper (no frilly edges please!)

10. Please do not use spiral notebooks for this class! Loose-leaf paper only! • NO! • YES!

11. Grades • I will use the school’s grading scale and grading policies. • My personal philosophies about evaluating and assessing student progress are based on a school of thought commonly known as “standards-based grading.” • The basic tenet of this approach is that students’ grades are based solely on their ability to demonstrate mastery of the Common Core ELA standards. Therefore, multiple attempts at mastery are encouraged (re-takes and re-dos) up until the end of each quarter’s progress report card. • For more information, see the Standards-Based Grading link on my website: http://amyterry.weebly.com

12. PowerSchools • You can and should check your grades on a regular basis. If you haven’t done so already, have your parents call or stop by the office to receive a PowerSchools password. This will give you access to all of your grades online. • Please remember that I am evaluating and grading a lot of writing. It usually takes me a couple of weeks to grade major essays and projects. Your patience is appreciated.

13. Test Make-Up and Tutoring • Make-up tests and re-do’s must be done before or after school or at lunch. • I want to help every student succeed. Tutoring is available upon request and may be required as a prerequisite to re-doing an essay or test. • If there is enough interest, I will schedule before and/or after-school sessions that meet on a regular basis. • Some students also like to come in to do homework, complete computer assignments, or to help other kids. • I am usually here every day before and after school, but it is important that you schedule your tutoring with me at least one day in advance so that I can let you know if I have a meeting.

14. Absent Work • We follow the district’s policy: one day for each day absent. However, I am always willing to work with a student who needs more time if they communicate with me. • Students are responsible for finding out what they missed by checking the website, asking a classmate, or asking me.

15. Late Work • It is my professional belief that a student’s grade should be based solely on their academic achievement and mastery of the language arts objectives. Therefore, I do accept work for full credit. However, depending on the situation, students wishing to turn in late work may be required to write an explanatory essay or to complete an intervention plan in order to receive credit. • Students who have a problem with habitual lateness will face disciplinary consequences.

16. Planners and Agenda • Please use your student planner to record your homework and any upcoming project or essay due dates. • The daily agenda and links to handouts and notes are also on my website. Use this as a resource to check what you have missed when you are absent.

17. Daily Procedures • Entering: If the door is closed, line up along the wall and I will be right there. Sit in your assigned seats and check the board for instructions. • Late to Class: If you are late to class, please sit down quietly, wait for an appropriate time, and ask a tablemate what you missed. Do not come up to my desk unless you have a pass from the office or another teacher. I can see that you are here. I will follow the school’s tardy policy.

18. Exiting • I will excuse you (not the bell) after all materials are picked up, tables and floors are cleaned, and all students are seated. When you leave, push in your chair. You may not congregate by the door before the bell rings. If I give you free time to chat, do it by your tables or somewhere other than the doorway. Crowding is a safety hazard. Please don’t ask to leave early; I am not allowed to excuse you before the bell.

19. Disruptions • If you need to get a drink, leave the class, or sharpen a pencil and it is not an emergency, please wait until an appropriate time (not during a lesson, lecture, instructions, or presentations). • This is simple common courtesy for all.