miss. · 15% homework and sketchbook assignments …homework is usually given to help you prepare...

Miss. VandenAkker 6th GRADE ART

2017-2018 CLASS SUMMARY: This year in art class we will be working with a broad variety of art materials. The class will focus on improving the skills you have as well as learning new ones. We will explore many types of art making as well as looking at the work of artists to give us inspiration. The class will touch on drawing composition, color theory, and the principles and elements of design. This year we will be working with sculpture, ceramics, still life drawing, collage, and oil pastels __________________________________________________________________ MATERIALS NEEDED: - a pencil set - an eraser - a sketchbook (optional) - a folder or binder for handouts ____________________________________________________________________________ GOALS FOR THE CLASS: To appreciate God as the ultimate Creator - We will never be able to create anything as beautiful or as perfect as God has. Once we practice being creative ourselves it is easier to appreciate the world around us. To draw out and challenge your creativity - Part of my responsibility as your teacher is to facilitate a place that will mentally and physically challenge your creativity, whether that influence is coming directly from me or from those around you. Use the brain God gave you to be a creative thinker and to challenge yourself in your artwork. To encourage an appreciation of the arts - Art classes are not meant to just make you a better artist, but for you to recognize and appreciate the work of other artists.

- To help you become a more independent learner _____________________________________________________________________________ CLASS EXPECTATIONS: RESPECT Teacher… Be attentive when I’m talking or demonstrating. Come to class prepared and on time. Classmates… Be helpful. Offer encouragement and constructive criticism. *Though you are allowed to talk quietly while you are working, the art room is NOT a place for gossiping or complaining about other classmates and teachers. Classroom… Treat materials as if you have bought them with your own money. Make sure not to be wasteful or careless, cleaning up properly. We DO NOT have an endless supply of materials. Always think before you do! Yourself… Give your best effort and take ownership of your work and education. GRADES: 75% Classwork… This includes all the projects assigned to be worked on in class. I will give you a rubric for each assignment that will be used to give you your grade. 10% Overall Class Participation and Effort… Every week I will keep a record of your overall class participation and effort. This includes doing your own work and being part of discussions and critiques. You will be assigned a grade between 6 and 10.

6-7 Very little effort and overall work pattern, poor use of class time, incomplete projects 8-9 Fair to Good use of class time, still not working to full potential, completed projects 10- 100% effort, excellent use of class time, always doing your best

At the end of each grading period I will take the average and that will account for 10% of your grade for that term. This number will reflect your motivation, perseverance, and

desire for your art projects as well as your attitude, effort, use of time, and behavior during class. 15% Homework and Sketchbook Assignments…Homework is usually given to help you prepare for class projects. I expect it to be done to the best of your ability. Don’t give me excuses. It is at my discretion whether or not the homework can be made up. Keep it simple and do your work on time. - *All late work is deducted by 5 points a day unless you have permission from

me to hand it in late* - Sketchbook assignments may be given weekly. This is not meant to be busy work, it is

meant to help you. The more practice you have drawing the better you will be. Each assignment should take 1 to 2 hours a week. If I can draw what you did in 2 minutes then it will not be accepted. If you do not have your assignment the day it is due, you can choose to take a tardy to get it from your locker or you will only get partial credit for it being late.

______________________________________________________________________ *If you have any questions always ask me… unless it is about directions you were not paying attention to. *You are all responsible for keeping track of your own work. Do not leave artwork or anything else around the art room. I play Tetris already with the space I have and I simply don’t have room for any more disorganization than what already exists *You are all responsible for missed assignments and handing your work in on time. I will not chase you. If I don’t have the work, I cannot grade it and therefore, you will receive a zero… better late than never. My biggest expectation is that you will give it your all. The process by which you create your artwork is just as important as the finished product itself. Enjoy the

opportunity you have to create and have fun.


2017-2018 CLASS SUMMARY: This year in art class we will be doing a very broad survey of art through history from The Stone Age to the

20th Century. We study key pieces of art in each period, what else was happening at that time, and how

each period evolved into the next. In the process we will be working with sculpture, ceramics, still life

drawing, collage, mosaic tiles, and oil pastels

____________________________________________________________________________ MATERIALS NEEDED: - a pencil set - an eraser - a sketchbook (optional) - a folder or binder for handouts ____________________________________________________________________________ GOALS FOR THE CLASS: To appreciate God as the ultimate Creator - We will never be able to create anything as beautiful or as perfect as God has. Once we practice being creative ourselves it is easier to appreciate the world around us. To draw out and challenge your creativity - Part of my responsibility as your teacher is to facilitate a place that will mentally and physically challenge your creativity, whether that influence is coming directly from me or from those around you. Use the brain God gave you to be a creative thinker and to challenge yourself in your artwork. To encourage an appreciation of the arts - Art classes are not meant to just make you a better artist, but for you to recognize and appreciate the work of other artists.

- To help you become a more independent learner

_____________________________________________________________________________ CLASS EXPECTATIONS: RESPECT Teacher… Be attentive when I’m talking or demonstrating. Come to class prepared and on time. Classmates… Be helpful. Offer encouragement and constructive criticism. *Though you are allowed to talk quietly while you are working, the art room is NOT a place for gossiping or complaining about other classmates and teachers. Classroom… Treat materials as if you have bought them with your own money. Make sure not to be wasteful or careless, cleaning up properly. We DO NOT have an endless supply of materials. Always think before you do! Yourself… Give your best effort and take ownership of your work and education. GRADES: 75% Classwork… This includes all the projects assigned to be worked on in class. I will give you a rubric for each assignment that will be used to give you your grade. 10% Overall Class Participation and Effort… Every week I will keep a record of your overall class participation and effort. This includes doing your own work and being part of discussions and critiques. You will be assigned a grade between 6 and 10.


At the end of each grading period I will take the average and that will account for 10% of your grade for that term. This number will reflect your motivation, perseverance, and desire for your art projects as well as your attitude, effort, use of time, and behavior during class. 15% Homework and Sketchbook Assignments…Homework is usually given to help you prepare for class projects. I expect it to be done to the best of your ability. Don’t give me excuses. It is at my discretion whether or not the homework can be made up. Keep it simple and do your work on time. - *All late work is deducted by 5 points a day unless you have permission from




2017-2018 CLASS SUMMARY: A big part of what you are going to be doing in art class this year is exploring different types of media and learning basic techniques that you will build on when taking art classes in high school. The class will place emphasis on the application and understanding of compositional skills and techniques, color theory, and the principles of design. We will practice foundational art skills in multiple mediums such as, drawing, painting, ceramics, and sculpture. ____________________________________________________________________________ MATERIALS NEEDED: - a pencil set - an eraser - a sketchbook (optional) - a folder or binder for handouts ____________________________________________________________________________ GOALS FOR THE CLASS: To appreciate God as the ultimate Creator - We will never be able to create anything as beautiful or as perfect as God has. Once we practice being creative ourselves it is easier to appreciate the world around us. To draw out and challenge your creativity - Part of my responsibility as your teacher is to facilitate a place that will mentally and physically challenge your creativity, whether that influence is coming directly from me or from those around you. Use the brain God gave you to be a creative thinker and to challenge yourself in your artwork. To encourage an appreciation of the arts - Art classes are not meant to just make you a better artist, but for you to recognize and appreciate the work of other artists.

- To help you become a more independent learner _____________________________________________________________________________ CLASS EXPECTATIONS: RESPECT Teacher… Be attentive when I’m talking or demonstrating. Come to class prepared and on time. Classmates… Be helpful. Offer encouragement and constructive criticism. *Though you are allowed to talk quietly while you are working, the art room is NOT a place for gossiping or complaining about other classmates and teachers. Classroom… Treat materials as if you have bought them with your own money. Make sure not to be wasteful or careless, cleaning up properly. We DO NOT have an endless supply of materials. Always think before you do! Yourself… Give your best effort and take ownership of your work and education. GRADES: 75% Classwork… This includes all the projects assigned to be worked on in class. I will give you a rubric for each assignment that will be used to give you your grade. 10% Overall Class Participation and Effort… Every week I will keep a record of your overall class participation and effort. This includes doing your own work and being part of discussions and critiques. You will be assigned a grade between 6 and 10.


At the end of each grading period I will take the average and that will account for 10% of your grade for that term. This number will reflect your motivation, perseverance, and

desire for your art projects as well as your attitude, effort, use of time, and behavior during class. 15% Homework and Sketchbook Assignments…Homework is usually given to help you prepare for class projects. I expect it to be done to the best of your ability. Don’t give me excuses. It is at my discretion whether or not the homework can be made up. Keep it simple and do your work on time. - *All late work is deducted by 5 points a day unless you have permission from





Bible 6 Mrs. Heather Holgate

Curriculum

Walking with God and His People ~ We will study the life of Christ and how to share the gospel message through examples of Peter, Paul and others. We begin the year with a study of Colossians and the letters sent by the apostles to the early church. We end the year with a study of the Book of Revelation and God's promise of everlasting life with Him.

God’s Promises & Answers - pocket guide of key bible verses that encourage students to look to God’s word for answers on specific topics.

Reading the Bible and journaling in their Bible notebooks daily.

Grading

Assignments & Projects 30% Unit Quizzes & Tests 25% Bible Memory 20% Journaling 15% Participation 10%

Goals for Students

~To increase their understanding of how everyday people are used to build God’s kingdom ~To ask questions, seek answers, and deepen their relationship with their Lord and Savior, Jesus Christ. ~To memorize Scripture in order to make God’s word a part of them.

Contact Information

[email protected] Check out www.renweb.com for up to date homework assignments.

http://www.renweb.com/

mailto:[email protected]

Bible 7 Mrs. Terry Ebbeling

I. Curriculum

A. Study of the Old Testament (Themes of the OT, Job, Ecclesiastes, the prophets, prayer, time between testaments) B. Bible memory

C. Journaling – Bible notebooks D. 1,000 gifts (goal: list 1,000 blessings)

II. Grading

A. Assignments: 33% B. Bible Memory: 33% C. Tests/Projects: 33%

III. Goals

A. For students to recognize the Bible, both Old and New Testaments, as one book telling one story. B. For students to enter into God’s story and understand

o who they are o Who is the source of all life o their purpose in life o how they should respond to God’s grace and claim on their

lives C. For students to ask questions, seek answers, and find a meaningful relationship with their Lord and Savior, Jesus Christ. D. For students to memorize Scripture in order to make

God’s word a part of them. IV. Contact Information: [email protected]

8th Grade Bible : God’s plan for the church after the life of Christ Dear parent(s), We excited and challenged in teaching Bible this year to the 8th graders. 8th graders tend to be at crucial points in their walk with God – either starting to consider what faith means, in the midst of making their family’s faith their own personal faith, or already strongly rooted in faith. In the context of all of this, they have questions. God speaks to us through his Word – answering many questions, but also not answering some questions. My role as a guide in this curriculum is a weighty role – one not to take lightly. Consequently, I anticipate many good conversations, learning on both the students’ and my parts, and a renewed look at what God’s Word means to us as citizens of the Kingdom of God. Objectives:

● Students will identify God’s providence and grace in the transition from the old to new covenants, the young church, the leaders who nurtured God’s people, and themselves

● Students will read the Bible – a lot ● Students will react to what they read and think about it in terms of factual knowledge, information that

affects their faith, or a challenge that requires them to act out their faith ● Students will be comfortable in asking questions regarding their faith, God’s word, and living that word out ● Students will practice personal and daily devotional time

Scope and Sequence: (dependent on our pace of study) ● The story of the church and its leaders beyond the first century (examples: Origen, Constantine, Antony,

Asceticism, Crusades, Book of Kells, tradition of Christmas, Renaissance, the Reformation, Enlightenment, Fanny Crosby, Elizabeth Fry, William Wilburforce, …)

● consistent connections drawn between modern congregations and older traditions ● A topical outline (tentative) is posted on each student’s Google Classroom for Bible

Independent Work: ● Each class period begins with ten minutes of students reading a part of the Bible or their own devotional

book in a time of personal devotions ● Students will have other assignments, projects and assessments ● Homework policy:

o assignments should be done independently (unless other directions are given) o if the assignment is not completed when due, 50% will be given if it is shown to a teacher then

next day (full credit given if absence is due to illness) Quarterly grades: (this is approximate and may vary)

50%: assignments, 50%: assessments (test, quizzes, projects) “Extend” Expectations

Prior to a project or test, we will meet with the Extend students. We will create additional tasks that challenge them to pursue the topic of study in broader or deeper ways. For example, during the unit on how the canon of the Bible was formed, we might ask the students to interview a pastor or priest to get his or her view on the relationship between technical translation and the the art of translation in capturing Biblical meaning/ intent. This will mean that their test or project has more points on it due to the additional work, and students will have appropriate amounts of time to get the work done. We also invite input from the students to help us engage their interests. Communication:

● [email protected] ● [email protected] ● assignment schedule and grades posted on RenWeb ● assignment materials and explanations usually on Google Classroom

Mark DeWeerd and Mike Persenaire

Dewey Decimal Dare with Mrs. Goodson

Classroom Expectations and Information

Overview:

In the Dewey Decimal Dare, we will be using the Mr. Lemoncello’s Library series of books by Chris Grabenstein to discuss reading skills, using reference materials, basic library skills, using problem-solving skills and creating hands-on STEAM activities and other projects that relate to our learning or key elements in these books.

About the Book:

Kyle Keeley is the class clown, popular with most kids (if not the teachers), and an ardent fan of all games: board games, word games and particularly video games. His hero Luigi Lemoncello, the most notorious and creative game maker in the world, just so happens to be the genius behind the building of the new town library.

Lucky Kyle wins a coveted chance to be tone of the first twelve kids in the library for an overnight of fun, food and lots and lots of games. But when morning comes, the doors remain locked. Kyle and the other winners must solve every clue and secret puzzle to find the hidden escape route. And the stakes are very high.

In this cross between Charlie and the Chocolate Factory and A Night in the Museum, New York Times bestseller and Agatha Award winner Chris Grabenstein uses rib-tickling humor to create the perfect tale for his quirky characters. Old fans and new readers will become enthralled with the crafty twists and turns of this ultimate library experience.

Grading:

Weekly assignments and reading: 15%

Participation/Small projects: 35%

Large projects/Tests: 50%

Classroom expectations:

● Students are to be in class on time with all their materials (book, pencil, notebook, paper, charged computer and homework submitted through google classroom).

● Students are to be engaged in the class. ● Students will be respectful of every person in the class. ● Students should give their best effort to all projects and assignments.

Homework:

Because this class is working through a series of books, pacing for reading the series will be assigned each week. Students will be assigned that week’s chapters to read and will have the remainder of the week to complete their vocabulary and weekly comprehension questions and submit their work via

Google Classroom. Work not turned in at the end of the week will be considered LATE and receive a deduction in points based on the time/date it was turned in. Students are encouraged to keep pace with the class as many of the homework and in class projects revolve around key elements read in those chapters.

Absentee policy:

If students are absent, it is their responsibility to make sure they have checked Google Classroom or Renweb for missed activities or homework assignments. Students have one day for each day out to make up assigned work. Work is not accepted late unless you are absent.

Reading challenge:

Intermixed throughout the chapters of the book, Escape from Mr. Lemoncello’s Library, many other works of fiction are listed. A complete list of works mentioned in the pages of this book is included in the bonus materials at the end of the book. The students will be encouraged and challenged to see how many of the works listed in the book they have already read and will read. As supplemental reading, each student needs to select at least one on level book from the list and read that during the course of the first semester.

Final project: Design a Board Game

During the next few classes, you and your partners will be designing your own board game. Remember all those great games you have played? Well now you can make your own game, your own rules, your own design, your own questions! The only thing is, you must relate it to the book titles found in the Escape from Mr. Lemoncello’s Library. First, before you start thinking about your “new” design, think about board games that you like to play or ones that you’ve played before.

Now it is your turn to create a board game based on Escape from Mr. Lemoncello’s Library. REMEMBER board games should be fun, interactive, and structured. Use your creative minds to think of ways to relate the events from the Escape from Mr. Lemoncello’s Library to the other works and books included in the text.

Requirements:

Each board game must have the following items included in the project.

1. This must be an actual playing board, including the pieces and any necessary devices to complete your designed game.

2. Game theme, questions, statements, layout, design must be related to the book titles found in the Escape from Mr. Lemoncello’s Library.

3. Rules and Directions: the rules must be written out, understandable, and applicable to the game you created.

4. Make your game neat and organized. 5. The game should be creative, colorful and pretty! 6. Your board must be playable. We will be playing the other groups games at the end of this

unit!

Weekly class break down: (dates are subject to change based on activities or pacing)

August 29- Book Introduction and author’s purpose

September 5- Chapters 1-3 September 11- Chapters 4-6 September 18- Chapters 7-10 September 25- Chapters 11-14 October 2- Chapters 15-17 October 9- Chapters 18-20 October 16- Chapters 21-24 October 23- Chapters 25-27 October 30- Chapters 28-30 November 6- Chapters 31-34 November 13- Chapters 35-37 November 20- Chapters 38-40 November 27- Chapters 41-44 December 4- Chapters 45-47 December 11- Chapters 48-50 December 18- Chapters 51-56 January 3- Board Game Project January 8- Board Game Project January 16- Escape from Mr. Lemoncello’s

Library Wrap Up Activity January 22- Begin Mr. Lemoncello’s Library Olympics

6th Grade Earth Science Lina Avila

[email protected] Mike Persenaire

[email protected] Course Overview:

6th grade science will be a highly interactive course. Students will be engaged in learning through hands on discovery and cooperative learning. Throughout the school year, students will explore various aspects of Earth Science. We will be doing this through interactive labs that utilize the scientific method, science processing skills and analysis of data. In addition, students will make connections to technology, their community and the world through real world projects and writing activities.

Academic Goals: - For students to begin to analyze scientific data and develop their critical thinking skills - For students to be able to write coherently about a scientific concept - For students to become successful, independent notes takers

Grading Policy 1. Assessments- 40%

● Projects ● Tests-If students get less than a 70% on a test then they have the opportunity to retake

it. Student will set up a place/ time with teacher. ● Reports

2. Labs- 35%

3. Daily Work- 25% ● Homework ● Quizzes ● In class work

Course Outline:

Chapter 3: Minerals Chapter 4: Rocks Chapter 11: Earthquakes Chapter 12: Volcanoes

Chapter 15: Atmosphere Chapter 16: Weather

Chapter 18: Ocean Motion Chapter 20-21: Our Impact Chapter 23: Earth Chapter 24: Planets Chapter 25: Stars and Galaxies

Resources:

Earth Science McGraw-Hill 2008



English Language Arts: Grade 7

Mrs. Terry Ebbeling

I. Curriculum A. Reading Workshop (Goal: 30 books) B. Writing Workshop (Required for portfolio: minimum of 8 pieces) C. Grammar (parts of speech/writing conventions) D. Vocabulary (Word of the Week) E. Novel study (novel TBD) F. Book Groups (small-group book discussions) G. Selections from Elements of Literature, First Course (Holt, Rinehart, and

Winston) II. Grading (may be adjusted slightly on a quarterly basis)

A. Reading Workshop: 25% (based on weekly Home Reading Records, reading time in class, reading logs, and student book talks)

B. Writing Workshop: 25% (evaluation at the end of each quarter for effort and output/final portfolio) C. Assignments: 25% D. Tests/Quizzes: 25%

III. Goals

A. For students to become discerning Christian readers—responding to all literature through the lens of a child of God B. For students to develop a love of reading C. For students to become confident writers D. For students to learn the parts of speech and the conventions of the English language, and to use them properly in both speech and writing E. For students to expand their vocabulary through their reading

IV. Contact Information: [email protected]

English Language Arts: Grade 8 Mrs. Terry Ebbeling

I. Curriculum

A. Reading Workshop (Goal: 35 books) B. Writing Workshop (Required for portfolio: minimum of 10 pieces) C. Grammar (DGP: Daily Grammar Practice, mini-lessons regarding usage and conventions) D. Vocabulary (Word of the Week) E. Study of the Holocaust/Book groups F. Novel study (novel TBD) G. Research assignment H. Selections from Elements of Literature, Second Course (Holt, Rinehart, and Winston)

II. Grading (may be adjusted slightly on a quarterly basis)

A. Reading Workshop: 25% (based on reading goals, reading time in class, reading logs, and student book talks) B. Writing Workshop: 25% (evaluation at the end of each quarter for effort and output/final portfolio) C. Assignments/Homework: 25% D. Tests/Quizzes: 25%

III. Goals

A. For students to become discerning Christian readers—responding to all literature through the lens of a child of God B. For students to develop a love of reading C. For students to become confident writers D. For students to learn the parts of speech and the conventions of the

English language, and to use them properly in both speech and writing E. For students to expand their vocabulary through their reading

IV. Contact Information: [email protected]

Health 8 Outline The following topics will be covered in 8th grade health -What is Health? -What health skills do we need to live a Godly life? Mental/Emotional Health -Decision Making -Stress Management -Anger Management -Phobias -Suicide -Depression Physical Health -Fitness -Exercise -Calories -Aerobics -Fitness gimmick -Body composition -CPR/First Aid Nutrition -Nutrients -Labels -fast food Substance Abuse -Alcohol -Tobacco -Drugs Human Sexuality Current health related events are talked about daily to make the students aware of what is going on around them. Not a Fan will be studied over the semester, another book will be studied over the 2nd semester, challenging students to be a follower not a fan of Jesus. Blogging & discussion will be the way we discuss the book. The main purpose of this class is to get student to be aware of who they are, and how to make good decisions. How we can live our lives to the fullest! Class will meet on an A/B schedule all year long during 3rd period. Homework will be given; test and quizzes occasionally. Weekly blog posts, and projects will be fun!

Students will need a folder/ binder to keep the materials in.

8th grade American History Dear parent(s),

Thank you for the opportunity to teach your son or daughter this year! I love history and think it crucial that today’s students learn about our nation’s heritage and how God has worked his plans throughout all history. I also value the subject of History because of its potential as a “platform” from which to teach young adults how to think. Through history, we will focus on moving from the memorization of facts to the ability to analyze information, predict the future using the past, and form arguments. For some students, this is a fairly smooth transition, for others it is more challenging. I will encourage them to engage their abilities no matter what level they are at. Possible Topics of Study

● Salem witchcraft trials ● Common life of the late 1600s to mid-1700s ● American Indian/ settler conflict – King Philip’s War ● Seven Years War ● American Revolution ● Constitutional foundations ● First Industrial Revolution ● War of 1812 ● Themes of 1800s ● Expansion and slavery

Skills Developed ● Applying concept of “perspective” ● Supporting argument with evidence ● MLA formatting ● Hierarchy of information ● Evaluating sources ● Identifying primary/ secondary sources ● Public speaking ● Foundations of research ● Public speaking ● Identifying themes in events both in the past and now

Grading (this is approximate and may vary) Assessment (tests, quizzes, projects): 65%, Homework: 35%

Assignment Policy o Complete work will be given full credit with incomplete work earning an appropriate variant o If the student completes the assignment, but fails to reach to goal of the assignment due to miscommunication,

he/she may turn the assignment in the next day and the grade will be raised appropriately (up to full credit) o Students who don’t do the assignment will be given 50% credit if they turn in the completed assignment the

following school day Field Trips

This year will include the annual trip to Concord, MA. Students earn their way on this trip by showing their commitment to the material through a demonstration of learning. (This process does not exclude those who struggle with quizzes etc. but still try their best.) The actual trip takes place in January or February, and usually about thirteen students go.

In the fall, we will also be getting tours of the Boston Common/Back Bay areas from WCS seniors trained as tour guides by Mr. Vanden Berg. We have a very good group of seniors who have already been to Boston to learn the route – more information will be coming and it should be great! “Extend” Expectations

Prior to a project or test, I will meet with the Extend students. I will create additional tasks that challenge them to pursue the topic of study in broader or deeper ways. For example, during the unit on the Salem Witch Trials, students might do additional study of primary sources, then compare the opinions and emotions in those sources to documents from current trials found in newspapers or online reporting. This will mean that their test or project has more points on it due to the additional work, and students will have appropriate amounts of time to get the work done. I also invite input from the students to help me engage their interests. Communication

● [email protected] ● assignment schedule and grades posted on RenWeb ● assignment materials and explanations usually on Google Classroom

Back to School Night Mrs. Lawson’s Classes Overview

ELA: CONTENT:

● Daily Grammar Practice: This is a completely different way of looking at and teaching grammar. These lessons are designed around a single sentence and will only take 5-7 minutes per day. This way teaches grammar as a whole rather than little parts. This system will be difficult at first, but the research shows the great payoff if we stick with it. We will have a quiz almost every three weeks that will be open note moving into closed note.

● Class Book s: This is a time when I can model to students good read aloud habits, asking questions about a text, making observations, and other literary skills. We will read at least four class books this year. I am always trying to do different books so they don’t become boring.

● Reading Workshop everyday: We will read every day in ELA for at least 10 minutes. Everyone (including myself) will be reading his/her own book. This time allows students to read what they like at a pace that’s theirs. I will be conferencing during this time with students also about what they’re reading.

○ Home Reading : My goal is to have students who want to read at home and do it with or without a grade attached to it. The expectation is that students are reading at least 20 minutes/day at home.

GRADING: - DGP 30% - Class Book 25% - Reading Workshop 45%

Writing Workshop: CONTENT:

- Biography (connected with Egypt history unit) - Persuasive Essay - Travel Brochure (connected with Mesopotamia history unit) - Research Report (connected with Middle Ages history unit) - How-To/Process Book - TBD

WHAT CLASS LOOKS LIKE:

- 5 minutes of free write time in the student’s Writer’s Notebook - I also write with the kids because it is so beneficial for brain flow and creativity

growth

- Students will be turning their notebooks in to be graded for quality and effort - Mini Lesson

- I will teach brief mini lessons that pertain to the genre we are writing - These lessons will always be made available to students on their Google Classroom

page so that they can be accessed at home - Writing Time

- Students spend the remainder of class working on their next draft of the genre piece

- Could be drafting, researching, self editing, peer editing, or conferring with me GRADING:

- Writing Pieces 50% - Classwork 50%

- Includes mini lessons and Writer’s Notebook

History: CONTENT:

- Geography - Mesopotamia - Egypt - Greece - Rome - Middle Ages

I love teaching the fascinating stories of our past and connecting them to who we are today. Our studies of Mesopotamia, Egypt, Greece, Rome, and the Middle Ages will showcase some of the best and worst moments in human history. The class has a good portion of note taking and reading. Students will be working with maps, reenacting battles, thinking like pharaohs, building Greek architecture, and watching incredible engineering feats of the past come to life. No day is ever the same! Students will be transported this year all over the Mediterranean basin, and I can’t wait to get started! GRADING:

- Assessment 50% - Quizzes, tests, and projects

- Classwork/Homework 50%

Other Information: ● Homework will be posted in RenWeb, but it’s best to check that day in case I have changed my mind since

the first time I put the assignments in. ● Please have your student’s Google password since Google Classroom is so important to our classes ● The best way to get a hold of me is through email [email protected] and my cell phone

number can be found on RenWeb


BEGINNING BAND | 2017/2018 Mr. Lawson

CLASSROOM EXPECTATIONS | GRADING | POLICIES __________________________________________________________________ Expectations for Students once they pass through the threshold of the class door:

BE RESPECTFUL BE QUIET BE PREPARED TO START

Making the most of time during rehearsals

→ Students should not talk during rehearsal, but be actively listening to direction and commentary even when their part or section is not being rehearsed or reviewed.

Concert Attire

Ladies Long (Ankle-length) Black Skirt or Black Dress Slacks White, Long-sleeved Blouse - No bare midriff or low neckline (err on the side of modesty) Black Hose and Flat, Black Shoes - No high heels

Men White, Long-sleeved Collared Dress Shirt Black Dress Pants Black Dress Shoes; Black Dress Sock; Black Dress Belt

Grading Pitch accuracy /30 Melodic accuracy /20 Rhythmic accuracy /10 Tone Quality /20 Professionalism & Focus /10 Effort /10 note: grading is happening all of the time, though individual tests are possible

Concert Attendance Concert attendance is mandatory for the Finale Concerts.

Bring your instrument and your own music to every class

→ The first time your instrument is forgotten, you’ll be given a warning → The second time you do not have your instrument you’ll receive a detention → Do not rely on other people in your section to bring music for you

Input = Output “Things worthwhile generally don’t just happen... Good ‘luck’ is what is left over after intelligence and effort have combined at their best… Luck is the residue of design.”

— BRANCH RICKEY

MIDDLE SCHOOL BAND | 2017/2018 Mr. Lawson





Concert Attire




Concert Attendance Concert attendance is mandatory for the Christmas Concerts, Finale Concerts and 8th Grade Graduation.

Bring your instrument and your own music to every class

→ The first time your instrument is forgotten, you’ll be given a warning → The second time you do not have your instrument you’ll receive a detention → Do not rely on other people in your section to bring music for you

Input = Output “Things worthwhile generally don’t just happen... Good ‘luck’ is what is left over after intelligence and effort have combined at their best… Luck is the residue of design.”

— BRANCH RICKEY

MIDDLE SCHOOL CHOIR | 2017/2018





Concert Attire




Concert Attendance Concert attendance is mandatory for the Christmas Concerts and Finale Concerts.

Middle School Drama Club Susan Upham and Laurie Baker

[email protected] and [email protected] Susan and Laurie are very excited to be leading the Middle School drama club this year. We are thrilled to announce that we will be producing the junior version of Dear Edwina. Following the adventures of a plucky advice-giver-extraordinaire, Dear Edwina JR is a heartwarming musical about the joys of growing up. Edwina Spoonapple directs the neighborhood kids in a series of buoyant production numbers for the latest edition of her weekly “Advice-a-Palooza”. Edwina and her friends share wisdom on everything from trying new foods to making new friends through clever, catchy and poignant songs. The drama club will kick off with an introductory student meeting on November 20 (3-4:30) and parent meeting (4:30-5). Auditions and Callbacks will be November 27 (3-5pm) and 29 (6-8pm) and December 4 (3-5pm). A regular rehearsal schedule will be sent out after auditions, but students should plan on Mondays (3-5pm) and Wednesdays (6-8pm) with the potential for additional rehearsals held earlier on half days, vacations days and some Saturdays. Performances are scheduled for March 2 (7pm) and March 3 (3pm). We would love to have parent volunteers to help make this show the best that it can be. We will need volunteers in many areas such as:

● Rehearsal: Crowd Control, Run lines with smaller groups, Supervise set/costume work

● Technical: Lights, Sound, Rigging ● Backstage for dress rehearsal/performance ● Make-up ● Set/Prop/Costume: Shopping , Creating, Painting ● Hugs & Kisses: Prep work, Helping at the table ● Photography/Video: Marquee/Head Shots, Photograph at Rehearsals,

Photograph/Film Performances ● Publishing: Posters, Program ● Cast Party: Coordinate, Host, Supervise ● Tshirt: Design, Submit Order, Distribute

There is a $25 participation fee for the middle school drama club. This fee will cover a cast t-shirt, script and listening CD. Information on how to volunteer and/or “signup” your child(ren) will be sent via email.



● Whitinsville Christian School Grade 7 Science

Mr. Persenaire & Miss Avila

Course Overview 7th-grade science will be a highly interactive course. Students will be engaged in

learning through hands on discovery and cooperative learning. Throughout the school year, students will explore various aspects of life science. We will be doing this through interactive labs that utilize the scientific method, science processing skills and analysis of data. In addition, students will make connections to technology, their community and the world through real world projects and writing activities Course Outline

● Review ● Life: Structure and Function ● Animals ● Bacteria/ Protists/ Fungus ● Plants ● Interactions of Life

Grading Policy 1. Assessments- 40%

● Projects ● Tests-If students get less than a 70% on a test then they have the

opportunity to retake it. Student will set up a place/ time with teacher. ● Reports

2. Labs- 35% 3. Daily Work- 25%

● Homework ● Quizzes ● In class work

Resources

● Life Science McGraw-Hill 2012 ● connected.mcgraw-hill.com

Math 6 - Enriched Mrs. Heather Holgate

Curriculum Big Ideas Math Students will build a strong foundation of pre-algebra skills including; Ratios and Proportional Relationships, Fraction and Decimal Operations, Expressions & Equations, Area, Surface Area, Volume and Probability. Grading

Quizzes/Tests 50% Homework/Projects 40% Participation 10%

Students will have homework each night in order to practice the skill we learned that day. Homework is expected to take between 25-35 minutes. I ask students to record how long assignments take at the top of their homework. Homework will be posted in Renweb each day. Students will be quizzed each week so we can keep close tabs on their progress and identify problem areas quickly. In addition, we will have a test at end of each Chapter. Students are encouraged to participate in class as it builds public speaking skills and keeps them engaged in the learning process. Goals for Students

~Master showing their work as instructed ~Grow in their ability to take class notes effectively ~Apply their math skills to solve everyday problems ~Build their confidence in solving word problems ~Learn how to use given tools to study for quizzes/tests

Contact Information




Math (6th grade) Mrs. Lisa Vos Contact information Room 131 e-mail: [email protected] phone (home): in the school directory

6th grade math - 2st period - Room 131 Textbook: Big Ideas Math (Houghton Mifflin) - Green Textbook online: www.bigideasmath.com/students/ Username/Password: Login info can be found on your student’s Google Classroom, in the “About” section. Materials needed in class each day:

● Textbook ● 3-ring binder with loose leaf notebook paper ● pencil(s) ● computer ● agenda/planner

Calculators are provided when we need them. Instruction

● Student discovery activities, on own or with partners or groups ● Teacher instruction, notes, practice examples ● Math games as relevant and appropriate ● Computers - spreadsheets, relevant games

Evaluation

● Homework/Classwork (20% of course grade) ● Word Problem Wednesdays, Khan Academy (10% of course grade) ● Quizzes (30% of course grade) ● Tests (40% of course grade)

Help available

● Learning Partners (free peer tutoring) in the Library Media Center (upstairs). M-Th after school until 3:45 pm.

● Homework Clinic in LMC, Monday - Thursday, along with Learning Partners ● I am available for student help before or after school most days with prior arrangement.

http://www.bigideasmath.com/students/


Math 7 Mrs. Heather Holgate

Curriculum

Math Course 2 Students will build a strong foundation of pre-algebra skills including; Variable Expressions, Decimal & Fraction Operations, Scientific Notation, Statistics, Number Patterns, Inequalities, Ratios, Proportions and Percents. Grading

Quizzes/Tests 50% Homework 40% Participation 10%

Students will have homework each night in order to practice the skill we learned that day. Homework is expected to take between 25-35 minutes. I ask students to record how long assignments take at the top of their homework. Homework will be posted in Renweb each day. Students will be quizzed each week so we can keep close tabs on their progress and identify problem areas quickly. In addition, we will have a test at end of each Chapter. Students are encouraged to participate in class as it builds public speaking skills and keeps them engaged in the learning process. Goals for Students

~Build their confidence in math ~Master showing their work as instructed ~Grow in their ability to take class notes effectively ~Apply their math skills to solve everyday problems ~Build their confidence in solving word problems ~Learn how to use given tools to study for quizzes/tests

Contact Information




Mrs. Lisa Vos - Middle School Math Contact information Room 131 e-mail: [email protected] phone (home): in the school directory

7th grade math - 1st period, 3rd period - Room 131 Textbook: Math Course 2 Textbook online: www.classzone.com

Username/Password: available in the “About” section of your child’s Google Classroom ➔ There are also activities, practice problems, self-grading quizzes and other resources available on this

website. Materials needed in class each day:

● Textbook ● 3-ring binder with loose leaf notebook paper ● pencil ● computer ● agenda/planner

Instruction

● Student discovery activities, on own or with partners or groups ● Teacher instruction, notes, practice examples ● Math games as relevant and appropriate ● Computers - spreadsheets, math animations and games, Khan Academy ● Projects as fitting

Evaluation

● Homework/Classwork (20% of course grade) ● Word Problem Wednesdays, Khan Academy (10% of course grade) ● Quizzes (30% of course grade) ● Tests (40% of course grade)

Help available


● Homework Clinic in LMC, Monday - Thursday, along with Learning Partners ● I am available most days before or after school by prior arrangement

http://www.classzone.com/


Math 8 - Algebra I Mrs. Heather Holgate

Curriculum

Algebra I ~Students will build a strong Algebra foundation covering the following skills; Expressions & Equations, Linear Functions, Polynomials & Nonlinear Functions, Radical & Rational Functions, Statistics & Probability. Grading

Quizzes/Tests 50% Homework 40% Participation 10%

Students will have homework each night in order to practice the skill we learned that day. Homework is expected to take between 25-35 minutes. I ask students to record how long assignments take at the top of their homework. Homework will be posted in Renweb each day. Students will be quizzed each week so we can keep close tabs on their progress and identify problem areas quickly. In addition, we will have a test at end of each Chapter. Students are encouraged to participate in class as it builds public speaking skills and keeps them engaged in the learning process.

Goals for Students

~Build a strong Algebra foundation that will equip them for upper level high school math ~Master showing their work as instructed ~Grow in their ability to take class notes effectively ~Grow in their ability to move at a faster pace; grasp and apply new concepts quickly ~Apply their math skills to solve everyday problems ~Learn how to use given tools to study for quizzes/tests

Contact Information




Pre-Algebra (8th grade) Mrs. Lisa Vos Contact information Room 131 e-mail: [email protected] phone (home): in the school directory

8th grade math (Pre-Algebra) - 4th period - Room 131

Textbook: Pre-Algebra (Mc Dougal Littell) Textbook resources online: www.classzone.com Materials needed in class each day:

● Textbook ● 3-ring binder with loose leaf notebook paper ● pencil ● laptop ● agenda/planner

Calculators are provided when we need them. Instruction

● Student discovery activities, on own or with partners or groups ● Teacher instruction, notes, practice examples ● Computers - spreadsheets, animations, games

Evaluation

● Weekly open-notes quizzes, Khan Academy (10% of course grade) ● Homework/Classwork (20% of course grade) ● Quizzes (30% of course grade) ● Tests (40% of course grade)

Help available


● Homework Clinic in LMC, Monday - Thursday, along with Learning Partners ● I am available for student help before or after school most days with prior arrangement.

http://www.classzone.com/


Math- 6th Grade

Miss Avila

[email protected]

Class Overview:

This 6th Grade Math class is smaller in size (14 students); which gives myself and Mrs. Claggett

(SAS) a great opportunity to make math concepts attainable to each one of these students. Having the

small ratios gives each student a greater opportunity to reach success. We will provide them learning

strategies in order to become more organized and prepared for the next step in their education. There

will be times for 1:1 instruction as well as small group discussions. Instruction will be personalized and

geared towards the student’s learning strengths.

Curriculum:

1. Numerical Expressions and Factors

2. Fractions and Decimals

3. Algebraic Expressions and Properties

4. Areas of Polygons

5. Ratios and Rates

6. Integers and the Coordinate Plane

7. Equations and Inequalities

Grading: Resources: Big Ideas Learning: Math

Notes: 10%

- Following along in class

Homework 20%

- Can expect every night

- 10 points per assignment

Quizzes: 30%

- Quizzes over each section/ lessons

Tests: 40%

8th Grade Earth Science Lina Avila: [email protected]

Mike Persenaire: [email protected] Course Overview:

8th grade science will be a highly interactive course. Students will be engaged in learning through hands on discovery and cooperative learning. Throughout the school year, students will explore various aspects of Physical Science. We will be doing this through interactive labs that utilize the scientific method, science processing skills and analysis of data. In addition, students will make connections to technology, their community and the world through real world projects and writing activities.

Academic Goals: - For students to begin to analyze scientific data and develop their critical thinking skills - For students to be able to write coherently about a scientific concept - For students to become successful, independent notes takers

Grading Policy

1. Assessments- 40% ● Projects ● Tests-If students get less than a 70%

on a test then they have the opportunity to retake it. Student will set up a place/ time with teacher.

2. Labs- 35% 3. Daily Work- 25%

● Homework ● Quizzes ● In class work

Course Outline:

● What is Science? ● Scientific Method ● Measurement ● SI Prefixes and

Dimensional Analysis ● Types of Graphs ● Motion ● Acceleration ● Motion and Forces

● Newton’s 2nd Law of Motion

● Gravity ● Friction ● Falling objects/

non-free fall motion ● Projectile Motion ● Circular Motion ● Satellite Motion

● Rollercoasters ● Newton’s 3rd Law ● Momentum ● Nature of energy ● Kinetic, Gravitational

Potential, and mechanical energy

● Elastic Energy ● Work

Resources:

McGrawHill Physical Science Texas Instruments: Science Nspired Wendy Groot, Whitinsville Christian High School



Pre Algebra- 8th Grade

Miss Avila

[email protected]

Class Overview:

This 8th Grade Math class is very smaller in size (13 students); which gives myself and Mrs. Cook

(SAS) a great opportunity to make math concepts attainable to each one of these students. Having the

small ratios gives each student a greater opportunity to reach success. We will provide them learning

strategies in order to become more organized and prepared for the next step in their education. There

will be times for 1:1 instruction as well as small group discussions. Instruction will be personalized and

geared towards the student’s learning strengths.

Curriculum:

1. Variables, Expressions, and Integers

2. Solving Equations

3. Multi-Step Equations and Inequalities

4. Factors, Fractions, and Exponents

5. Rational Numbers and Equations

6. Ratio, Proportion, and Probability

7. Percents

Grading: Resources: McDougal Littell Pre-Algebra

Notes: 10%

- Following along in class

Homework 20%

- Can expect every night

- 10 points per assignment

Quizzes: 30%

- Quizzes over each section/ lessons

Tests: 40%

7th Grade Spanish

Miss Kelly Penning

“And they sang a new song saying, ‘Worthy are you to take the scroll and to open its

seal for you were slain, and by your blood you ransomed people for God from

every tribe and language and people and nation.” ~ Revelation 5:9

★ Goals

○ It is my personal goal to teach your children a lot of Spanish this year. I will conduct

the class in as much Spanish as possible -- although I try to always be cognisant of

learning levels.

○ Students will improve their Spanish. If they are beginners, they will become confident

in their Spanish. If they are confident in their Spanish, I will push them to become

experts.

★ Curriculum

○ The Amazing Race: Students will compete with each other throughout the year, while

learning about different countries.

○ Each unit will focus on a different Spanish-speaking nation and will include a particular

vocabulary theme.

○ At the end of each unit there will be an Amazing Race Challenge in which teams will

compete against others.

★ Grading

○ All grades are calculated by points (each point on each activity/assessment is worth just

as much as the next)

■ Homework/In Class Work: Students will work diligently in class and have

occasional homework assignments to complete.

■ Quizzes/Projects: Students will have at least one quiz per unit. Small projects

may sometimes supplement these quizzes.

■ Tests: Students will have tests composed of listening, speaking, reading, and

writing.

★ 1:1

○ I will use Google Classroom for nearly all notes/handouts/etc. I plan to be very efficient

with paper use--lots of online information.

★ Contact Information

○ [email protected]

8th Grade Spanish

Miss Kelly Penning

“And they sang a new song saying, ‘Worthy are you to take the scroll and to open its

seal for you were slain, and by your blood you ransomed people for God from

every tribe and language and people and nation.” ~ Revelation 5:9

★ Goals

○ It is my personal goal to teach your children a lot of Spanish this year. I will conduct

the class in as much Spanish as possible. As this is my second year, I am aware of each

student’s personal Spanish level, and will differentiate to cater to each student’s needs.

○ Students will improve their Spanish. If they are beginners, they will become confident

in their Spanish. If they are confident in their Spanish, I will push them to become

experts.

★ Curriculum

○ The Amazing Race: Students will continue the Amazing Race this year, and will compete

with each other throughout the year.

○ Each unit will focus on a different Spanish-speaking nation and will include a particular

vocabulary theme.

○ At the end of each unit there will be an Amazing Race Challenge in which teams will

compete against others.

★ Grading

○ All grades are calculated by points (each point on each activity/assessment is worth just

as much as the next)

■ Homework/In Class Work: Students will work diligently in class and have

occasional homework assignments to complete.

■ Quizzes/Projects: Students will have at least one quiz per unit. Small projects

may sometimes supplement these quizzes.

■ Tests: Students will have tests composed of listening, speaking, reading, and

writing.

★ 1:1

○ I will use Google Classroom for nearly all notes/handouts/etc. I plan to be very efficient

with paper use--lots of online information.

★ Contact Information

○ [email protected]

Welcome to Student Academic Services! Supporting Students Who Learn Differently

Our Goal At WCS, we know that no two children learn, perceive, or behave in the same way. It is our job to understand how God has designed each child, what their strengths are, and in what areas they may need extra support. In SAS, our goal is to help students realize their God given abilities so they can move toward independence and experience success in the regular classroom. In 1984, WCS launched The Discovery Program to provide specialized instruction for a small group of students whose parents desired a Christian education for their children with learning challenges. For more than 30 years, the program, now called Student Academic Services or SAS, has supported students, enabling them to participate fully at the WCS.

Understanding Diverse Learners Many students are adequately engaged and challenged within the traditional classroom. However, some students benefit from accommodations or specialized instruction. These children have different learning styles and rates, strengths and weaknesses. One child may have trouble receiving information through listening or reading. Another may struggle to express ideas verbally or in writing. Some are easily distracted and find following directions or retaining information a challenge. Others have problems keeping track of belongings or organizing their day. Some students come to school with other types of concerns that impact learning. Sometimes complicated tasks can be easily mastered while simple ones are unmanageable. Our goal is to understand and support each individual.

What We Provide SAS provides support to WCS students in grades K-12. ▪ Monitoring of progress for identified students through ongoing review of grades on RenWeb,

and communication with teachers and parents. ▪ Direct Service for students in reading, math, study skills and academic support. Depending on

the needs of the student, support may be provided through inclusion, small group or individual support, or 1:1 specific remedial intervention.

▪ Assessment on a limited basis such as annual DIBELS testing, WADE, CTOPP, WJ-IV, and other informal assessment, as well as coordinating standardized testing accommodations. Our office also provides information about how best to collaborate with your local public school for evaluations.

▪ Consultation to teachers/parents including file review, instructional recommendations, collaborating with parents and school systems, and providing referral information for tutoring and other services.

▪ Educational Planning including administrative oversight, development and implementation of accommodation plans.

Contact Us If you see that your child is struggling and might benefit from our services, feel free to talk it over with your child’s teacher first and then contact Mandy Irwin at [email protected] (508) 372-3263.


Meet the SAS Team

Mandy Irwin SAS Director, Reading & Academic Support Teacher Elementary, Middle and High School M.S. Educational Administration, B.S. Education Licensed Elementary Education (K-6), Special Education (N-9), Elementary Principal, Special Education Director 25+ years in regular and special education teaching, administration, consultation and training

Sue Claggett Special Educator Middle School, Academic Support and Wilson Teacher Post-baccalaureate Teacher Education Conversion Program, B.S. Business Administration Licensed Special Education (PreK-8), General Special Education (K-12); certified in Wilson 13+ years as a special educator

Samantha Cook Paraprofessional Middle School B.A. Mathematics 3 years as a paraprofessional; 6 years as a middle and high school tutor

Heather Engle Paraprofessional Elementary School B.S. Linguistics, Speech and Language Pathology Licensed Elementary Education (in process) 1 year as a paraprofessional, 3 years as a team leader for a children’s play center; 9 years childcare experience

Karen Exoo Special Educator High School, Academic Support and College Board SSD Coordinator M.S. Special Education, B.A. Secondary Education, Spanish, English, M.Ed. Spanish Licensed Spanish (5-12), English (9-12) 30+ years teaching Spanish (Preschool-Adults), 5 years as an academic support teacher

Peter Fitzroy Paraprofessional High School M.Div., Th.M., B.A. in Biblical & Theological Studies, and Youth Ministry Licensed Bible Specialist 10+ years in education including teaching middle and upper school Bible and middle school History, serving as a college level teaching assistant, as well as working as a therapeutic mentor and as a youth director

Kerrie Harper Reading and Academic Support Teacher Elementary School M.S. Special Education (in process), B.A. Elementary Education, Interdisciplinary Language Arts Licensed Elementary Education (K-6); certified in Wilson 10+ years as an educator, most working with students with learning challenges

Kim MacGillivray Reading and Academic Support Teacher Elementary and Middle School B.S. Education Licensed Elementary Education (pending); Certified in Wilson 20+ years as a special education tutor and educational consultant

Kim Massotti Special Educator Elementary School M.S. Special Education, B.S. Communication Disorders Licensed Special Education (PreK-8), Elementary Education (1-6); Certified in Wilson 10+ years as a special educator

Bonnie Shearer Paraprofessional Elementary School B.A. in Biblical and Religious Studies with a Psychology minor 1 year as a paraprofessional, 7+ years working with children in preK-3rd grade

Amy Stark Inclusion Math Support and Math Lab Teacher Elementary School B.S. Elementary Education Licensed Elementary Education (K-6) 10+ years as an educator including classroom teaching, tutoring and supporting students in language arts and math.

Sarah Watson Paraprofessional High School MDiv, B.S. International Studies 6+ years in education including teaching middle school language arts, college English, and long term substitute teaching

World Cultures (7th grade) Dear Parent, Thank you for the opportunity to teach your son or daughter this year! World Cultures is a study of cultures around the world, interaction between humans and God’s creation, history, and the significant impact of influential people on our lives today. Objectives

Students will be able to: 1. understand how people have interacted with land and each other throughout time 2. connect the study of history to geography 3. construct a Christian’s response to issues in culture like land use, colonization, and

stereotyping of other cultures 4. use map skills to read, interpret, and produce maps

Topics of Study ● map skills ● our culture ● world cultures

o Middle East o Africa, o South Asia o Latin America o Europe o Asia

Independent Work Homework is assigned for three reasons: studying facts, map locations etc. that are better learned

individually, practice of skills, or preparation for a discussion or activity the next class period. At various times in each quarter, students will have regular map quizzes they need to prepare for.

The preparation for these should be treated like homework: regular and necessary. We spend much time working on how to prepare for these and I am always available to help when there is frustration or questions on the part of the student.

Since homework is practice, I will give points based on completeness and following directions. This means that every student can do well in assignment category regardless of ability; it’s about getting it done well! Assignment Policy

o Complete work will be given full credit with incomplete work earning an appropriate variant

o If the student completes the assignment, but fails to reach to goal of the assignment due to miscommunication, he/she may turn the assignment in the next day and the grade will be raised appropriately (up to full credit)

o Students who don’t do the assignment will be given 50% credit if they turn in the completed assignment the following school day

Quarterly Grades: This is approximate and may vary from quarter to quarter 65%: assessments (tests, quizzes, projects), 35%: homework

Communication ● [email protected] ● assignment schedule and grades posted on RenWeb ● assignment materials and explanations usually on Google Classroom

miss. · 15% homework and sketchbook assignments …homework is usually given to help you prepare...

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