Jamie's Teacher Page

Jamie's Course Syllabus 

 

Expectations for Participation:

 

Observe the standards and code of conduct needed to be successful in an academic setting This means you will: 

 

Show respect for and recognize the feelings and opinions of others 

 

Solve problems that arise in purposeful and diverse ways by considering multiple perspectives in the solutions 

 

Makes productive use of class time that supports task completion 

 

Engage in independent decision making when possible, use your own experiences and knowledge of the codes of academic institutions to guide your decisions 

 

Use classroom resources, including peers and teacher to support your continued academic growth 

 

Mastery Learning and Grading Approach to Learning:

 

This course is structured using educational research that supports Mastery Learning and Grading practices. Goals for this course will be set through standard-based learning targets. Growth toward these goals will be measured through the use of proficiency scales and formative assessments. 

 

Teacher feedback will clearly highlight the current level of progress with actionable steps and resources/correctives that will support continued progress toward learning targets. 

 

The feedback and correctives in this course are carefully designed to support student growth. After you have engaged in a corrective activity, you may request reassessments or present evidence of growth to the teacher at any time. 

 

Student scores will always reflect the most current level of proficiency based on the most recent or consistent performance demonstrated through work completed during class time. 

 

Grading Practices:

 

The following 4 point rubric will be used as a general guide to monitor progress in each learning target: 

 

4 Advanced: You exceed expectations by demonstrating deep understanding and applying skills in creative or complex ways. Your work shows mastery and often includes insightful connections or original thinking.

 

3 Proficient: You meet all expectations and demonstrate solid understanding of the concepts and skills. Your work is complete, accurate, and shows you've learned what was taught.

 

2 Approaching: You understand most concepts and demonstrate some skills, but there are gaps or minor errors in your work. You're close to meeting expectations with a little more practice or support.

 

1 Developing: You show beginning understanding of concepts and can demonstrate basic skills with guidance. Your work shows effort and some learning, but you need more time and support to reach proficiency.

 

0 Not Yet Proficient: You haven't yet demonstrated understanding of the concepts or skills being assessed. This indicates you need significant support and additional learning opportunities to make progress.

 

Demonstrating Proficiency in a Learning Target:

 

To demonstrate proficiency in each learning target you must submit work (whether online or not) that reflects a level 3 or above. You will be given multiple attempts to show growth in each learning target, and you may choose the work that reflects your best effort. 

 

Final Grade Calculation:

 

A final grade will be determined using the final score in each learning target and the rubric below. If you have ANY questions throughout the course about your current level of proficiency in any learning target, please schedule a consultation with the teacher immediately. 

 

7th Grade Learning Targets:

 

CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 

CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

 

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

 

CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.

 

CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.7.6
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

 

CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

 

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

 

CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

9th Grade Learning Targets:

 

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

 

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

 

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

 

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

 

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

 

12th Grade Learning Targets:

 

 

7th Grade Possible Material Being Covered:

 

MAJOR UNIT - 7: OUTSIDERS

MAJOR UNIT - 7: HOLES

MAJOR UNIT - 7: ANNE FRANK (PLAY)

MAJOR UNIT - 7: ZLATA'S DIARY DIARY

MAJOR UNIT - 7: BREADWINNER

MAJOR UNIT - 7: PARVANA’S JOURNEY 

MAJOR UNIT - 7: ANTHEM

MAJOR UNIT - 9: THE PEARL

MAJOR UNIT - 7: ANIMAL FARM

SHORT STORY - 7: THE NECKLACE

SHORT STORY - 7: MOST DANGEROUS GAME

SHORT STORY - 7: MONKEY'S PAW

SHORT STORY - 7: THE BIRDS

SHORT STORY - 7: THERE WILL COME SOFT RAINS

SHORT STORY - 7: TO BUILD A FIRE

SHORT STORY - 7: ALL SUMMER IN A DAY

SHORT STORY - 7: A SOUND OF THUNDER

SHORT STORY - 7: LADY OR TIGER

SHORT STORY - 7: THE PEDESTRIAN

SHORT STORY - 7: HARRISON BERGERON

SHORT STORY - 7: TELL TALE HEART

SHORT STORY - 7: CASK OF AMONTILLADO

SHORT STORY - 7: MASQUE OF RED DEATH

SHORT STORY - 7: MONSTERS ARE DUE

SHORT STORY - 7: BUTTON BUTTON

SHORT STORY - 7: GIFT OF THE MAGI

SPEECH - 7: MLK I HAVE A DREAM

POEM - 7: THE RAVEN

POEM - 7: THE BELLS

POEM - 7: CASEY AT THE BAT

 

9th Grade Possible Material Being Covered:

 

MAJOR UNIT - 9: ANCIENT GREEK + ROMAN MYTHOLOGY

MAJOR UNIT - 9: ODYSSEY/ANCIENT GREECE/CLASH OF THE GODS/

MAJOR UNIT - 9: ROMEO AND JULIET - R+J

MAJOR UNIT - 9: FAHRENHEIT 451

MAJOR UNIT - 9: TO KILL A MOCKINGBIRD

MAJOR UNIT - 9: THE CATCHER IN THE RYE

MAJOR UNIT - 9: NIGHT

MAJOR UNIT - 9: LORD OF THE FLIES

MAJOR UNIT - 9: THE PEARL

MAJOR UNIT - 9: ANTHEM

MAJOR UNIT - 9: ANIMAL FARM

SHORT STORY - 9: THE NECKLACE

SHORT STORY - 9: MOST DANGEROUS GAME

SHORT STORY - 9: MONKEY'S PAW

SHORT STORY - 9: THE BIRDS

SHORT STORY - 9: THERE WILL COME SOFT RAINS

SHORT STORY - 9: TO BUILD A FIRE

SHORT STORY - 9: ALL SUMMER IN A DAY

SHORT STORY - 9: A SOUND OF THUNDER

SHORT STORY - 9: LADY OR TIGER

SHORT STORY - 9: THE PEDESTRIAN

SHORT STORY - 9: HARRISON BERGERON

SHORT STORY - 9: TELL TALE HEART

SHORT STORY - 9: CASK OF AMONTILLADO

SHORT STORY - 9: MASQUE OF RED DEATH

SHORT STORY - 9: MONSTERS ARE DUE

SHORT STORY - 9: BUTTON BUTTON

SHORT STORY - 9: GIFT OF THE MAGI

SHORT STORY - 9: MLK I HAVE A DREAM

SHORT STORY - 9: THE RAVEN

SHORT STORY - 9: THE BELLS

SHORT STORY - 9: CASEY AT THE BAT

 

General Information:

 

If you do not complete an assignment before two weeks after an absence, you will receive a zero. 

It is your responsibility to see what you missed. You should ask me. Do not expect me to ask you. Take responsibility for your own missing work within two weeks of being absent. 

 

If you are having trouble with this class, come to me immediately and I can work with you. If you wait till the end of the marking period, it will be TOO LATE. I will be available to help you understand so you can be successful in this class.