Welcome to English

 

 

Following is your guide to all things English so that you may have a successful year.  Please use this page regularly this year.

 

 

 

Table of contents:

 

·        Sample Syllabi

·        SOLs/Pacing Guides

·        Lesson Plans

·        Books/Movies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Syllabus

 

You are required to have some type of syllabus go home the first week of school that outlines your class in general, supplies needed, major projects, grading, class policies (rules, expectations, procedures, etc.) and anything else you want to add.  It does not have to be long, but it should give students and parents some idea of your class.  Like all else I suggest you do, this will be your “proof” when parents come to you (about why their child got written up, how they did not know about the project, etc.)

 

Sample Syllabus

 

 

 

 

 

 

 

SOLs/Pacing Guides

 

There are resources you have to plan your core classes:  the Virginia SOLs and County Pacing and Articulation guides.  The two have been combined into the documents below.  You need to keep these close as they tell you (minimally) what needs to be addressed each semester. 

 

Middle School Curriculum Guide

 

High School Curriculum Guide

 

 

 

Lesson Plans

Remember, the SOLs drive the pacing and curriculum.  You must note the SOLs for your grade level somewhere in your room.  Also, you must keep some form of lesson plans.  Generally, you should have your lessons planned at least a week in advance.  All lessons should indicate the SOL(s) you are addressing in the activities.  Unless otherwise stated in your PGEP or school handbook, you may use any format.  Make sure these plans are available and accessible (i.e. in a book; on HCPSLink or SchoolSpace)

 

 

Standard Lesson Plan Format

 

 

Books/Movies

 

Remember that the movies you show in your classroom should supplement the literature and/or skills you are focused on in the classroom.  Administration frowns on just showing movies.  If you find you must show a movie:

 

  

Grading

 

Grading policies are unique to each school and each department.  Here are some general items to keep in mind that “save you” regardless of the system your school chooses:

 

Tips to make grading easier:

·         You should average 20-25 assignments each nine weeks

·         You should have at least 3 assessments each nine weeks

·         Put the due date after the assignment description

·         Under the misc. column, put the date the assignment was given

·         Grade all items within a week of collecting it!  Remember you do not have to grade everything you give students, but if you choose to take it—grade it quickly before the parent complaints roll in

·         Give papers back within a week of collecting it

·         After grading and reviewing, keep only major tests and projects in individual student folders

·         Remember:  You cannot require students to stay afterschool or come in early to make-up work.  Have it available on-line (HCPSLink or Schoolspace), in a folder or in a sample notebook for them to do on their own schedule within your required time frame

 

 

 

Failure Notices

 

You must inform students and parents of failure possibilities.  Do not wait till the last nine-weeks to inform parents.  It is best to call, but also learn to use email and letters effectively.  Try to do student conferences the first two nine-weeks to inform students of their status.  Remember, letters home should supplement/follow phone calls and emails, not replace them.

 

Here are some sample letters for you to use to supplement your direct contacts.

 

Sample Semester 1 Notice                              Sample MP3 Notice

 

Sample MP4 Notice                                        Sample Final Notice

 

 

Make sure to keep copies of all correspondence—dates of conferences, copies of letters, saved emails, etc.

 

 

 

 

Exceptional Education/IEP/Collaborative Information

 

The Exceptional Education teachers who teach English are a part of this department.  Please work with these teachers as you plan in your teams and discuss lesson and discipline ideas.  Remember, they have twice the responsibility (they have to teach and be case managers) and need help with the content.  Also, find some plan that works for those using your room and/or co-teaching with you.

 

Check out these resources for more detailed information:   General Information; PowerPoint on exceptional education; Accommodations Reference;

 

Remember:

·         All classroom teachers have students in the class that have IEPs/accommodations.

·         IEPs are confidential—don’t leave them out on your desk, etc.

·         You are responsible for making sure all accommodations are met

·         Keep a notebook with student accommodation sheets

·         Note on your roll sheet accommodations the first few weeks

·         Organize your class so that the accommodations are met without other students’ knowledge

 

 

Sharing your room:

·         During your free block(s), an exceptional education teacher will be in your room. 

·         Please allow space on your bookshelf, white/chalk board and desk/table for these teachers.  They did not ask to travel and would like to not have to be in your room as much as you would like to not see them there. 

·         Please sit with that teacher before the official school year begins and let them know anything important about using or not using your materials, moving desks, etc.

 

 

Determining your collaborative roles:

·         One Teach, One Observe—the secondary teacher observes and pulls discipline issues

·         One Teach, One Drift—the secondary teacher walks around, stopping to help students who are stuck

·         Station Teaching—Divide content and students among you equally

·         Alternative Teaching—One teacher takes large group and the other teacher pulls small section of struggling students to break down the information

·         Team Teaching—Tag team—Alternate instruction of content throughout the period

 

 

 

 

Classroom Management/Discipline

 

How you run your class depends on your personality and teaching style.  I am the guiding mother who never “speaks” to the class but provides the guides and rolls around the room.  Ms. X is the mean, but quirky disciplinarian who will stop to lecture on behavior.  Mr. P is Mr. life-lessons who brings out statistics to get his students working.  You must decide who you are as you decide on your management style.  As you do so, keep these general tips in mind that will help everyone make the classroom better.  I have also included general organization tips for you.

           

 

 Tips to a smooth classroom:

·         Use the first week to go over your class rules—don’t forget simple things (see sample syllabus)

·         Don’t forget about the County electronics and testing policy--Test Administration Procedures

·         Develop plans for entering and exiting the classroom

·         Switch up your desks—straight rows work for some assignments, groups for others, u-shaped arrangements for others—play around and see what will work best for you

·         Assigned seats are your friend—they allow you to learn names, find clicks, and start the class in silent mode

·         Put the agenda on the board—I like to add, “Upon entering the room . . .”

·         Always start the class with a warm-up—this allows you to take roll, collect or return papers, and check email

·         Keep texts/student materials organized and easily accessible

·         Have baskets for each class if you have students turn in a lot of work

·         Make folders with make-up work for students ahead of time and hang on your board

·         Make folders for each child to hold tests and projects—these are great to pull out during conferences

·         Keep a sample notebook—your notebook of everything your students should have and make samples of all projects—these are also great during parent conferences

·         Keep a notebook of all your lessons, handouts, notes, etc.—it will save you—again, parents will see you have everything filed and available to students and will stop blaming you for their child’s failure

·         Remember to be an example/role model—if you eat and drink in class, how can you tell your kids not to; if you’re always late, why should they be on time; if your phone is out, their phones will be too!

·         Don’t waver;  Follow-through

 

 

 

Professional Responsibilities

 

Each year you receive the PQR sheet.  This lists the professional qualities and responsibilities that teaching demands.  You can look over the PGEP items @  http://staffdev.henrico.k12.va.us/pgp2/index.html

 

Absences

 

 

Other items to remember as a professional

 

 

 

 

Fieldtrips/Trainings/School Related Leave

 

You can organize in-school and out of school field trips for your classes.  The main standard is that it is connected to the curriculum and SOLs.  Field trips need to be planned ahead of time.  Please refer to your school’s staff handbook for detailed information.  Make sure you have a permission form that notes all valuable information.  Also, make sure to fill out a school related leave form so that substitutes are provided for your classes on the day of the trip.  Finally, make sure to plan expenses, collect and receipt money correctly.

 

Sample Permission Form

 

 

Remember, anytime you are going to be out of your classroom (trainings especially), make sure you fill out the School Related Leave form.  REMEMBER—YOU MUST ATTACH INFORMATION/DOCUMENTATION ABOUT THE ACTIVITY for your leave form to be approved.