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2. Page 9 What to Expect Lesson 1

4. YOU’VE GOT THE NEXT 8 ½ MONTHS TO CARRY THAT BOULDER UP HERE

5. Y’KNOW…SOME OF US ACTUALLY LOOK FORWARD TO THE NEW SCHOOL YEAR …

6. Lesson 1: What To Expect

7. L 8 This symbol means complete on the LEFT SIDE of your notebook. Lesson 1: What To Expect PLEASE DO NOW What are these cartoons telling us about expectations? Do NOT copy the question BUT ALWAYS RESTATE the question as part of your answer. Write a MINIMUM of three (3) lines. The First Cartoon The boy thought (expected) school to be . . . The Peanuts Cartoon Peppermint Patti thought (expected) BUT. . .

8. This symbol means complete on the RIGHT SIDE of your notebook. R 9 Lesson 1: What To Expect OBJECTIVES: • I can explain how my expectations influence me. • I can explain the class expectations for social studies this year.

9. L 8 Lesson 1: What To Expect Hmmm, expectations??? • Soooo, what are some of your “expectations” • about this class? • about me? Your view of what is going to happen. Another side of “expectations” is what you WANT from a situation or others. • On your birthday, you expect … • presents • people to treat you special

10. L 8 Lesson 1: What To Expect Hmmm, expectations??? A third side of “expectations” is what others WANT from you. As a coach, what do I expect from my players? Do they expect anything from me? Have you ever had to complete a job for your parents? Did they have a certain way it was to be done? Did you meet their “expectation”? What happened?

11. R 9 Lesson 1: What To Expect Hmmm, expectations??? The Influence of Expectations Our expectations affect ________________ when approaching a situation, a person, an item, OUR ATTITUDE So, the Glass is. . . which than influences the __________ we make. CHOICES

12. R AMERICAN HISTORY Mr. Simons & Mrs. Michaud 2011-2012 9 • CLASSROOM EXPECTATIONS • Be Prepared! • Bring all necessary materials to class daily. • This includes: • agenda book • pens and pencils • Your Interactive Notebook (spiral or binder) • colored pencils • glue stick and/or clear tape • any practice/assignments • Be On Time! • Be in your seat and prepared to work each day. • Be Courteous! • I expect you to treat one another and me with respect. • Put downs will not be allowed. • One person speaks at a time. • STANDARDS-BASED GRADING SYSTEM • See the special pamphlet on Standards-Based Grading. ABSENCE FROM CLASS • Check my Web Site: neshaminy.schoolwires.com/sms/site/default.asp OR select Simons under Staff on the Sandburg website. • Use Edmodo (www.edmodo.com), our class social learning network. • You can email me. My school email address is: ssimons@neshaminy.k12.pa.us • Check with me for information about what happened in class during your absence. • I strongly recommend picking a friend to be your “study buddy” who you can call if you are absent from class. DAILY EMAIL REMINDERS • You and your parents have the option to receive daily e-mail reminders about practice, assignments, and upcoming events. Lesson 1: What To Expect Attach the sheet on Classroom Expectations and Policies.

13. Lesson 1: What To Expect Class Rules • Be Prepared! • Be On Time! • Be Courteous! • Bring all necessary materials to class daily • Your Interactive Student Notebook • pens and pencils • glue stick • index cards (flashcards) • colored pencils • agenda book • any assignments/practice • Treat one another and me with respect • Put downs will not be allowed • One person speaks at a time Treat others how you want to be treated. The Golden Rule or Do NOT treat others how you DO NOT want to be treated. Confucius

14. Standards-Based Grading The purpose of Standards-Based Grading is to raise student achievement and rigor by clearly communicating students’ progress toward learning targets. Mr. Steve Simons 8th Grade U.S. History Carl Sandburg Middle School Lesson 1: What To Expect Grading System Standards-Based Grading Take the pamphlet and parent handout home for your parents to review. Have a parent complete the handout on SBG andreturn it by Thursday.

15. Lesson 1: What To Expect Grading System Standards-Based Grading • Students provide evidence of specific levels of achievement on identified Learning Targets. Advanced – exceeds the standard You can recall and apply the information accurately but also transfer their knowledge to new situations, think critically, and problem solve Proficient – meets the standard You can accurately restate (recall) and make sense of (apply) the information presented in class Basic – approaching the standard Below Basic – does not meet the standard • Academic progress represents individual student achievement of the course Learning Targets ONLY. • A student’s growth in the Characteristics of a Successful Learner and Worker is evaluated separately.

16. Lesson 1: What To Expect Grading System Standards-Based Grading • Applying the “levels of understanding” to the current traditional grade scale. A If 50% of the Learning Targets are scored at least at the “proficient” level and if 50% have a score of “advanced” (or the equivalent) B If 80% of the Learning Targets are scored at least at the “proficient” level and if 20% have a score of “advanced” (or the equivalent) C If 100% of the Learning Targets are scored at least at the “proficient” level (or the equivalent) D If 70% of the Learning Targets are scored at least at the “proficient” level (or the equivalent)

17. Lesson 1: What To Expect

18. Name: ______________________________________________ Period: _________ Social Studies Student Learning Log ENDURING UNDERSTANDINGS LEARNING TARGETS MY EVIDENCE OF UNDERSTANDING I think the following is evidence of my level of learning LEVEL OF MY UNDERSTANDING Advanced Proficient 1.1 – People have natural rights and governments are created to protect those rights. 1.1.A – I understand the rights all people have. 1.1.B – I understand one purpose of government is to protect the natural rights of people. 1.2 – When government is destructive of the natural rights of men, the people have the right and duty to overthrow that government. 1.2.A – I understand why the colonists thought it necessary to rebel. l.2.B – I understand how the Declaration of Independence and the concept of “liberty” justified rebellion. 1.3 – Failure to find a compromise leads to conflict. 1.3.A – I understand the conflicting viewpoints in the colonies about rebellion. 1.3.B – I understand why war was necessary and why the US won. 1.3.C – I understand the terms of the Treaty of Paris ending the war. Lesson 1: What To Expect Grading System Standards-Based Grading • Keep track of your learning. • You may provide additional evidence of your level of understanding any time.

19. school blues Lesson 1: What To Expect Absent From Class Don’t let yourself get OVERWHELMED!!

20. Lesson 1: What To Expect Absent From Class • Check my web site Mr. Simons's Web Site • Use Edmodo – our social learning community • You can e-mail me ssimons@neshaminy.k12.pa.us • Sign up for the daily e-mail reminders Form due by Thursday • Check with me upon your return • Have a “Homework Buddy”

21. Lesson 1: What To Expect SKIP 2011-2012 On a separate sheet of paper WRAP UP Soooo, why is discussing expectations important? Draw a picture that illustrates the main idea of this lesson. Include: at least three COLORS a caption be neat