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OPEN HOUSE COMMON BOARD CONFIGURATION (CBC)
DATE: September 16, 2015
Objective:
To explain to parents the curriculum and expectations of this classroom.ESSENTIAL QUESTION:
How can you (the parent) assist your child in order to maximize their learning potential?
HIGHER ORDER QUESTIONS:
• How will I ensure that my student is ready for class every day?
• How will I know if my child is progressing in this class?
• How much time should I plan for my child to study and to work on home learning and projects?
VOCABULARY:
• Florida Standards• Rigor• Gradual Release• Problem Solving• Differentiated Instruction
AGENDA: • Defining the components of the
instructional block• Exciting Future Projects and
Activities• Florida Standards• Use of Technology • Behavior Plan• Homework Policy• Grading Policy• Cambridge Information• Question and Answers
Closure:Answer the EQ on an index card and hand it to the instructor on your way out.
HOME LEARNING:
• Check your child’s agenda daily.
• Help your child organize and create a routine where they can store and find home work and notes.
• Set aside time for studying and home learning.
• Check Parent Portal.• Communicate with Teachers
LANGUAGE ARTS – INSTRUCTIONAL BLOCK
1)Bell Ringer : “Grammar Fix”
2)Vocabulary Lesson – “Vocabulary for Success”
3)Check Home Learning (for grade or for completion) – write home learning in agenda
4)Review Common Board Configuration – Objective, Essential Question and Agenda
5)Literature text: McDougal Littell Literature book
6)Grammar and Writing within literature piece
7)Extra grammar practice – noredink.com – grades on quizes
PROJECTS Every nine weeks a project will be
assigned.
The project will be worth 3 grades.
Neatness of project Project presentation Project content
MATERIALS1.Loose leaf paper
2.Folder or binder for home learning
3.2 sharpened pencils
4.Pens
5.Highlighters
EXTRA CREDIT – 1 ream of copy paper = A for one 9 weeks.
Box of tissue or paper towels = A for one 9 weeks.
CHANGES IN STANDARDS AND ASSESSMENT
Language Arts Common Core (LACC) is now
Language Arts Florida Standards (LAFS)
Florida Comprehensive Assessment Test (FCAT) is now American Institutes for Research (AIR)
LAFS: LANGUAGE ARTS FLORIDA STANDARDSCLUSTER 1 – KEY IDEAS AND DETAILS
LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
CLUSTER 2: CRAFT AND STRUCTURE
LAFS.6.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
CLUSTER 3 – INTEGRATION OF KNOWLEDGE AND IDEAS
STANDARD CODE STANDARD
LAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
LAFS.6.RL.3.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
CLUSTER 4 – RANGE AND LEVEL OF TEXT COMPLEXITY
LAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
GRADES
Home Learning - ONE Grade Weekly
Reading Comprehension – Weekly Vocabulary Assessment –
BiweeklyWriting Piece – MonthlyBenchmark Assessment –
BiweeklyGrammar Check – Weekly
HOME LEARNING Expect home learning every day.Turn in all assignments on time.
(No late work will be accepted.)Always put your first and last
name, date, and class period on every assignment.
All home learning assignments will be collected and checked.
BYOD (Bring Your Own Device)Keyboarding – home practice Noredink.com Smart Board PowerPoints and
lessonsAIR Assessment - On-line
TECHNOLOGY
PRACTICE KEYBOARDING
http://www.typingweb.com/tutor/
http://www.learntyping.org/beginnertypinglesson1.htm
www.approved-websites.org/mytyping/typing/Index.html
http://www.powertyping.com/practice/practice.html
CLASSROOM RULES
LISTEN TO INSTRUCTIONS THE FIRST TIME GIVEN.
ENTER AND EXIT PREPARED.
ALWAYS TRY YOUR BEST.
RESPECT YOURSELF AND OTHERS.
NO EXCUSES!
DISCIPLINE
SCHOOL WIDE CLASSROOM RULES
1. Follow directions the first time given.
2. Keep your hands, feet, and personal objects to yourself, and keep your hands off the property of others.
3. Be inside your assigned classroom when the tardy bell sounds.
4. No profanity, putdowns, bullying, and rude comments to or about anyone.
CLASSROOM CONSEQUENCES
1. Warning
2. Teacher/Student Conference/Conduct Cuts/Teacher Discipline
3. Parent Contact (note, phone call, letter, agenda book, or parent conference)
4. Referral to Administration.
5. ▪Serious Offenses or severe disruption: Immediate referral to administration.