Honors English 9

1. Honors English 9 Week 1: August 22, 2011

2. Due Today: Monday, August 22, 2011 • Walk-In:Welcome to Honors English 9 with Mr. Lawrason. For today, find a seat where you feel comfortable. • Learning Objective: • Student will understand the different options that the interventions at BCHS provide, and be able to ask any necessary questions. • Agenda: • Attendance • Interventions at BCHS • Today’s Schedule • Questions Homework:

3. Interventions as BCHS The Support Programs and Interventions (directly tied to instruction) at BCHS are designed to provide our students with the academic support they need to: • Pass all classes • Increase academic proficiencies • Build connections with adult advocates • Graduate from high school • Successfully access post secondary aspirations and opportunities • Increase readiness for college and work force • Be prepared for a successful future in the 21st century Access (Instructional Intervention) – A structured pre-arranged (students are responsible for getting a pre-arranged pass from teachers they need to see prior to Access). Access period is available two days a week for students to meet with their teachers for additional help. Students may also use this time to make up work, including tests, missing assignments, or as an opportunity to enhance their understanding of content. Students receive guidance as they progress monitor their academic success. Tutor Room (Intervention) –Tutor Rooms are available to all students during their free period or Study Hall period to support student learning. Tutor rooms are offered for English (Tuesday and Block day) and Math (everyday). Students may voluntarily go for help or may be assigned to attend a Tutor Room by a teacher, counselor, or administrator.

4. Today’s Schedule • Period 1: 7:55-8:10 • Period 2: 8:17-8:27 • Connections/Access: 8:34-8:44 • Period 3: 8:55-9:01 • Period 4: 9:08-9:18 • Period 5: 9:25-9:35 • Period 6: 9:42-9:52 • Period 7: 9:59-10:09 • Class Meeting: 10:20-10:50 • Lunch in Cafeteria: 10:50-11:30 • Busses Arrive: 11:30

5. Questions • If there are any questions you have for me, please ask. We will be going over grading, make-up work, and general course expectations tomorrow.

6. Due Today: Tuesday, August 23, 2011 • Walk-In:Please find your assigned seat and introduce yourself to your group if you do not know them already. • Learning Objective: • Student will understand grading policy, make-up policy, and general expectations of the class. • Students will understand the basic expectations of the letter writing genre. • Agenda: • Class Expectations • Letter Writing Assignment Homework: Letter of Introduction Due Blockday Notebook, Supplies, Signature due MONDAY

7. Honors English 9 Class Expectations How you are assessed….. Grades • 70% ~ Summative Assessments of English Standards • Summative Assessments were developed as a means to monitor the progress of a student’s ability level throughout their high school careers. These include unit-ending tests, quizzes, and major projects. • Throughout the semester students will have multiple opportunities to demonstrate growth and improvement among the Colorado English Standards. Your teacher will analyze the trend in scores to determine the final summative grade. The three different types of Summative Assessments and their weight in the grade book is as follows: • 30% Reading (Comprehension, Literature Study, Word Study) • 40% Writing (Strategies/Processes, Ideas and Organization, Craft and Style, Conventions)

8. Honors English 9 Class Expectations How you are assessed….. • The five point scale grading scale for Summative Assessments is as follows: Proficiency 5 Point Scale • Mastery 4.5 - 5 • Proficiency 4 – 4.4 • Partial Proficiency Progressing 3.5 – 3.9 • Partial Proficiency Not Progressing 3 – 3.4 • Unsatisfactory 2 – 2.9 • No Evidence 1* • * A missing Summative Assessment is scored a 1 and is flagged “missing” in the grade book. Students can improve their score on a Summative Assessment, but only during the 6 week term in which it was assigned and only if the student initially submitted the assessment on time. At the end of the 6 week term, the “missing” flag is removed and the assignment remains a 1. • 30% ~ Formative Learning Experiences • Formative work is all of the class work and homework generated by students throughout the semester. • Each formative learning experience will receive one of the following 3 grades. • 5 • work that is complete, on time, and demonstrates understanding • 3 • work that is incomplete or does not demonstrate understanding • 1 • no evidence of learning • *M • Missing work is labeled as missing and calculated as a zero

9. Honors English 9 Class Expectations How you are assessed for classwork and homework… 30% ~ Formative Learning Experiences • Formative work is all of the class work and homework generated by students throughout the semester. Each formative learning experience will receive one of the following 3 grades. • 5 work that is complete, on time, and demonstrates understanding • 3 work that is incomplete or does not demonstrate understanding • 1 no evidence of learning • *M Missing work is labeled as missing and calculated as a zero

10. Honors English 9 Class Expectations What you need to do if you are absent or do not turn in an assignment…. • Homework, Make-up Work &the Late Pass:Homework is due when the teacher asks for it. If a student does not have the assignment to turn in, there are a few options for you to earn full or partial credit. Students will be given three late coupons. An assignment submitted within two days of the due date with a coupon will receive full credit. (coupons may not be used for long term projects, assignments, presentations & collaborative team assignments) • If an assignment is more than two days late, the only way the student can earn credit is by completing the work in Access with Mr. Lawrason or with an English Tutor during study hall and having this time and work verified by the supervising teacher. When completed during a BC Intervention and within two weeks of the due date students can earn a “3” without a late pass. • Late work submitted beyond two weeks of the due date will be evaluated; however, a completion notation will be recorded not a numeric score. What you will need for this class…. • A 3-ring binder with at least 3 dividers: One for reading, writing, and assessments. • Paper (loose-leaf, college-rule), Pens and/or Pencils, Highlighters • Daily Planner (purchased at enrollment and mandatory) • Vocabulary Workshop workbook (purchased at enrollment and distributed by teacher) • Writers INC textbook (possibly purchased at enrollment, but not mandatory) Your first assignment: • You will need to get your supplies and signature sheet signed by Monday August 29th.

11. Honors English 9 Class Expectations • How you will need to treat each other and work together…. • Throughout the school year you will be working in reading and writing groups. • The number one expectation is that you treat each other with respect. • The number two expectation is that you leave your previous expectations of what English has looked like for you previously in the past, and at the door. • You will not be playing “the passive student game, serving as a compliant audience to a teacher-centered performance;” and you most certainly will “work with other students in an intimately collaborative and respectful way” (Creating a Community of Writers 63). • That means that you will be learning from and with each other. It does not mean that since you are in groups that you will divide and conquer work. You are each responsible for completing the work, but your group is there for help, coaching, and support.

12. Letter of Introduction • Purpose for writing: To introduce yourself to your teacher by providing any necessary background information about yourself as a person and a student. • The letter must start with a short self-introduction introducing yourself as a person and an explanation about why the letter is being written. • You should have three body paragraphs, that describe you as a student in general, an English student in particular, and two goals or expectations that you have for this class. • An introduction letter must always end on a positive note, so please provide a closing statement that creates a positive tone.

13. Letter of Introduction • Use page 303 of Writers INC (old version) or 325 in the new version of Writers INC for the correct format. • Remember the content of your writing is dependent upon 4 things: Subject (yourself as a person/student), Purpose (see above), Audience (teacher—you only get one chance to make a first impression), and Situation (beginning of High School—a very important time). Also you need to ask yourself, what does the use of convention say about who you are. • Your Letter of Introduction is DUE BLOCKDAY. You only need one copy (preferably typed)

14. Due Today: Letter of Introduction Wed-Thurs, August 24-25, 2011 • Walk-In:Please turn your Letter of Introduction into the In-Box by finding your class period and putting it in that tray. • Learning Objective: • Student will understand the characteristics of a Six Word Memoir by identifying characteristics that always, sometimes, or never appear. Students will use their examination to create their own Six Word Memoir. • Agenda: • Six Word Memoir Study • Six Word Memoir Drafting • English Vocabulary 101 • Studio Time Homework: Notebook, Supplies, Signature due MONDAY Six Word Memoir DUE Friday

15. Six Word Memoir Study • Reader’s Notebook(if you do not have your dividers yet, label your paper with Reader’s Notebook and the date so that you can reorganize) • While watching the video about Six Word Memoirs record information or characteristics about what you notice in the following three columns. Six Word Memoirs - The Video Story Always Sometimes Never

16. Six Word Memoir Study • Reader’s Notebook • After you have recorded your noticeings, please share with your reading group and add to your list. • Whole Class Discussion: What are the must haves, the options, and the nevers of Six Word Memoirs?

17. Six Word Memoir Writing • Writer’s Notebook (if you do not have your dividers yet, label your paper with Writer’s Notebook and the date so that you can reorganize) • Begin planning your memoir by brainstorming the following information. • Subject: • Audience: • Purpose: • Situation: • After you have completed this, try writing out a few drafts of some six word memoirs of your own. Just let the pencil flow, don’t belabor, you may find the perfect one or combine some of your drafts into the perfect one. • Your task: create a six word memoir about yourself. This must be colorful, neat, creative, and stand out as it will be displayed in the classroom for the entire school year. Pleas make your name visible, but it should not be larger than your memoir. This is DUE Friday.

18. English Vocabulary of Vocabulary 101 • You will be responsible for the following terms on the Vocabulary of Vocabulary handout. There will be a quiz on Tuesday. • Right now, I would like you to get started. Scan through the packet and find an section that you feel comfortable and knowledgeable about, in order to begin. • Remember, even though you are in groups, you are all expected to complete this on your own and use each other as a resource, not as a person to copy from.

19. Six Word Memoir Studio Time • Writer’s Notebook • For the last fifteen minutes of class, I would like you to stand up and go around to other people outside of your group, and see what ideas they had for their Six Word Memoir. • You should treat this like an art studio, where you can look at other people’s art, become inspired and then head back to your own work to carry out the inspiration. THIS IS NOT HANG-OUT TIME. • For the last five minutes, make revisions or changes, or add inspirations to your Six Word Memoir. Final Draft is Due Friday.

20. Due Today: Six Word Memoir Friday, August 26, 2011 • Walk-In:Please turn your Six Word Memoir into the In-Box by finding your class period and putting it in that tray. • Learning Objective: • Students will use definitions of Language Arts Vocabulary in order to complete practice activities to prove you understand the definition. • Students will work will peers to assess each other on Language Arts Vocabulary. • Agenda: • Vocabulary of Vocabulary • Vocabulary of Vocabulary Review Homework: Notebook, Supplies, Signature due MONDAY Study for Vocabulary of Vocabulary Quiz on Tuesday

21. English Vocabulary of Vocabulary 101 • You will be responsible for the following terms on the Vocabulary of Vocabulary handout. There will be a quiz on Tuesday. • Right now, I would like you to pick up where you left off on Blockday. In order to complete this correctly, you will need to use resources in this classroom. • Resources available: Writers INC or The Elements in Literature blue textbook: Section: Handbook of Literary Terms (in the back of book) • Remember, even though you are in groups, you are all expected to complete this on your own and use each other as a resource, not as a person to copy from.

22. English Vocabulary of Vocabulary Review • Take out a sheet of paper and fold it in half. On one side list all of the terms that you are responsible for on the Vocabulary of Vocabulary Handout. On the other side provide a definition of the term and an example. • For the remainder of class, I would like you to study the key terms, definitions, and examples with your group.