Why does this class matter?
English Language Arts 8 (ELA) is composed of two classes: grammar/writing and literature. Students, in a two-hour block of ELA, are learning and practicing reading, writing, language (grammar, mechanics, and usage), speaking, and listening. In essence, this is a Humanities class because all of the components listed above help us understand and share what it means to be human.
Students are developing the skills to "read" the world. This includes print and digital texts and images. This includes audio and still and moving images. These texts cover a wide variety of fiction and non-fiction genres. "Reading the world," which includes reading with the eyes and listening with the ears, allows human beings to make sense of the world around them by analyzing the meaning and purpose of the texts as well as the motivations behind the people who have created them. Because we are in a Catholic school, we use a "Catholic lens" to help us apply ethics and morality to the words and images we read. Go to the English 8 page for more. |
Students are developing communications skills, which include writing and speaking. In addition to the philosophical benefits of communications skills, such as self-expression and creativity, communication skills serve a pragmatic function.
Strong communication skills are essential for "getting along" in one's personal, professional, and academic life. Such skills are often pre-requisites for employment, particularly in fields that reap financial rewards and/or personal/spiritual fulfillment. The discrete skills that accompany clear communication skills are also important, such as how to influence others to follow one's ideas or plans to make a positive change or how to write or say things in a way that doesn't alienate others. ELA skills are a cornerstone of a high quality Catholic education. Google it. Try Jesuits or Thomas Aquinas. |
TYPICAL DAY IN CLASS
How is the class structured?
Students engage in a variety of rich learning experiences in Periods 1 and 2 of this class. The class is highly structured with procedures that allow us to work effectively and efficiently. In a given morning, students will work independently and collaboratively to learn and practice English Language Arts (ELA) concepts and skills.
Check out the Assignments page to see what we're up to! Also check out our procedures for beginning and ending class, which allow students to settle in to work and feel accomplished about their morning work.
What materials are needed daily?
(Images coming soon!)
Students engage in a variety of rich learning experiences in Periods 1 and 2 of this class. The class is highly structured with procedures that allow us to work effectively and efficiently. In a given morning, students will work independently and collaboratively to learn and practice English Language Arts (ELA) concepts and skills.
Check out the Assignments page to see what we're up to! Also check out our procedures for beginning and ending class, which allow students to settle in to work and feel accomplished about their morning work.
What materials are needed daily?
(Images coming soon!)
CONDUCT
This class is a collaborative learning environment in a Catholic school setting.
Therefore, it is essential that the students and teacher use words and actions that align with the school-wide learning expectations that help us develop as Active Christians in Our Catholic Faith. Procedures are in place to practice Mother Teresa's excellent guidelines on the left. If someone is having a bad day and chooses to have side conversations or interrupt peers and teacher with disruptive talk, gestures, or actions, the teacher will give a warning. One warning is usually enough because kids in this class display excellent self-control and respect for others. If, however, the behavior continues within the class period, the student earns himself/herself an infraction and a phone call home. The purpose of the phone call is to see if parent(s) can shed light on why someone is behaving this way because it is highly unusual for students at SJE to choose to ignore a warning. Obviously, infractions and referrals require no warning for things like verbally destroying someone, punching/kicking, academic dishonesty, and anything shocking/rude to students and/or adults in this community. |
GRADES
How are students graded in this class?
Students' grades are weighted in the following way:
Classwork 30%
Tests and quizzes 30%
Projects 30%
Homework 10%
What is the grading scale and what do the grades mean?
The teacher follows the grading scale outlined in the SJE Handbook (p.53) as follows:
A /O= Consistently exceeds content-area standards and expectations. Student demonstrates mastery of skills and knowledge through a variety of assessments. Student's work is indicative of consistently superior performance.
A = 93 – 100%
B+ = 90 – 92%
B /G= Frequently meets content-area standards and expectations and sometimes exceeds content-area standards and expectations. Student demonstrates proficiency in skills and knowledge on most assessments. Student's work is indicative of solid academic performance.
B = 87 – 89%
B- = 85 – 86%
C /S= Mostly meets content-area standards and expectations and sometimes approaches content-area standards and expectations. Student demonstrates a partial mastery of prerequisite skills and knowledge required for proficiency in the content-area. Student is able to demonstrate partial mastery on most assessments. Student's work is indicative of a basic understanding and application of skills and knowledge in this content-area.
C+= 80 – 84%
C = 75 – 79%
C- = 70 – 74%
D /NI= Sometimes meets content-area standards and expectations. On most assessments, student demonstrates the need for support to achieve partial mastery and proficiency. Student's work is indicative of minimal preparation and practice in the attainment of basic skills and knowledge that will allow the student to progress to proficiency.
D = 65 – 69%
D- = 60 – 64%
What types of assignments are included in the grade?
Students engage in a wide variety of activities that address the Common Core State Standards in English Language Arts (CCSS ELA). Activities allow students to learn and practice reading, writing, language (grammar/punctuation/capitalization/usage), speaking, and listening. Some assignments are graded using a combination of methods:
What can a student do if he/she does not agree with an assignment grade?
Student can talk with the teacher after class. If this is not resolved, parent(s) can email or send a note with your child so that the teacher can set up a phone or in-person conversation with parent(s) and child.
How can students and parents monitor class progress?
Check Gradelink around the 15th and 30th of each month. SJE requires teachers to input grades on the 15th and 30th of each month; however, time permitting, the teacher does input grades between those dates. Please read the comments section for individual assignments if you want more information about the assignment.
The teacher gave students Interactive Notebooks that show all the work students have been doing in class. Starting in September 2014, students will also create weekly blog posts on their Professional Learning Portfolios. The teacher invites you to check out your child's (and his/her classmates') work!
Also check out the Assignments page to see our daily classwork and homework.
Students' grades are weighted in the following way:
Classwork 30%
Tests and quizzes 30%
Projects 30%
Homework 10%
What is the grading scale and what do the grades mean?
The teacher follows the grading scale outlined in the SJE Handbook (p.53) as follows:
A /O= Consistently exceeds content-area standards and expectations. Student demonstrates mastery of skills and knowledge through a variety of assessments. Student's work is indicative of consistently superior performance.
A = 93 – 100%
B+ = 90 – 92%
B /G= Frequently meets content-area standards and expectations and sometimes exceeds content-area standards and expectations. Student demonstrates proficiency in skills and knowledge on most assessments. Student's work is indicative of solid academic performance.
B = 87 – 89%
B- = 85 – 86%
C /S= Mostly meets content-area standards and expectations and sometimes approaches content-area standards and expectations. Student demonstrates a partial mastery of prerequisite skills and knowledge required for proficiency in the content-area. Student is able to demonstrate partial mastery on most assessments. Student's work is indicative of a basic understanding and application of skills and knowledge in this content-area.
C+= 80 – 84%
C = 75 – 79%
C- = 70 – 74%
D /NI= Sometimes meets content-area standards and expectations. On most assessments, student demonstrates the need for support to achieve partial mastery and proficiency. Student's work is indicative of minimal preparation and practice in the attainment of basic skills and knowledge that will allow the student to progress to proficiency.
D = 65 – 69%
D- = 60 – 64%
What types of assignments are included in the grade?
Students engage in a wide variety of activities that address the Common Core State Standards in English Language Arts (CCSS ELA). Activities allow students to learn and practice reading, writing, language (grammar/punctuation/capitalization/usage), speaking, and listening. Some assignments are graded using a combination of methods:
- for-credit basis for participating in activities and completing assignments according to the learning expectations
- assigned points according to student's fulfillment of assignment expectations
- assigned points according to rubrics that show student's progress on 8th grade ELA standards and/or school-wide learning expectations
What can a student do if he/she does not agree with an assignment grade?
Student can talk with the teacher after class. If this is not resolved, parent(s) can email or send a note with your child so that the teacher can set up a phone or in-person conversation with parent(s) and child.
How can students and parents monitor class progress?
Check Gradelink around the 15th and 30th of each month. SJE requires teachers to input grades on the 15th and 30th of each month; however, time permitting, the teacher does input grades between those dates. Please read the comments section for individual assignments if you want more information about the assignment.
The teacher gave students Interactive Notebooks that show all the work students have been doing in class. Starting in September 2014, students will also create weekly blog posts on their Professional Learning Portfolios. The teacher invites you to check out your child's (and his/her classmates') work!
Also check out the Assignments page to see our daily classwork and homework.
HOMEWORK
How much homework is assigned in this class?
Most of the activities are completed in class so that the teacher can monitor what and how students are learning. For the most part, the teacher follows the Archdiocesan handbook's suggestion of 20-30 minutes per core academic subject per night (p. 51). Because ELA 8 is actually a block of TWO classes (grammar/writing and literature), there could be up to 1 hour of homework. However, typically, the homework (if assigned) will be 30-45 minutes per night. If a student cannot complete the homework within ONE HOUR, please have your child stop and put away the work. Note how much the student was able to do within the hour, and email the teacher immediately. Students may do a variety of assignments, including but not limited to, reading (books, articles, digital resources (including print, still images, and video), writing (on device, with pen and paper, blogging, drawing, photographing, filming), researching, and studying. Students will use a variety of resources to complete homework, including their Voyages in English workbooks, No Red Ink grammar practice site, Catholic exam preparation book for ELA, class novels (print or digital), Junior Great Books anthology, and Interactive Notebook. |
What kind of homework will be assigned?
Homework should be something an 8th grader can do independently or with minimal help. If students need help, they may consult ELA resources on this site, their Interactive Notebooks (which will have helpful notes/reminders), and their grammar workbook Voyages in English. This classroom is a collaborative learning environment, so students are encouraged to help each other in an ethical way (i.e. cheating and plagiarism are NEVER ok). Check the Assignments page to see what we're up to! Here was last trimester's Assignment Page. |
CLASSWORK AND PROJECTS
Most work is completed in class. There is a balance of independent and collaborative work. Projects are defined as anything requiring a few days to complete, including process-writing (from pre-write, drafting, to publishing). Most of this work will be completed in class. Please do not go out of your way to purchase art materials. Use what you have at home. The exception to this guideline is writer's notebooks (you know, composition books). Students will need at least 5 of these to last throughout the year. (It's already November and most kids are on their second book.)
TESTS AND QUIZZES
Tests and quizzes are weighted the same. I use the terms interchangeably because they're worth the same and they have the same function--to assess what students know. Students take a variety of tests and quizzes, including online and on paper, essay quizzes/tests based on the reading, homework quizzes (to assess whether students did the night's reading/note-taking assignments, Scantron, and the like. Students have the opportunity to re-take any non-homework quiz/test for a higher score. The highest score will be recorded. This is the philosophy because the tests/quizzes are based on skills and provide the teacher with useful information (e.g. Does this kid understand the concepts?)
SUBMITTING ONE'S WORK
All handouts should be neatly placed in your notebook. Unless otherwise directed, please electronically submit your writing. This is important as most high schools require electronic submissions. Moreover, this takes care of any issues of misplaced or lost work. Welcome to the future! The future is now!
ABSENCES
Try not to be absent. If you do, make up your work. If you know this is going to be a struggle, make an appointment with your teacher ASAP. Consider sending her an email while you're home sick and asking when's a good time to meet and discuss what you need to make up and set up due dates for that make up work.
COMMUNICATING WITH THE TEACHER
Email is the most effective and efficient way to communicate. I will respond within 1 business day. If you'd like to meet face to face or talk over the phone, please email me, so we can set up a time.