Raised in Tuskegee, AL, I was educated in the Macon County public school system. I graduated from the University of Montevallo, Montevallo, AL with a Bachelor’s in English/communication arts. I also attended Auburn University at Montgomery, where I attained a Master’s in Judicial Studies. Currently, I am working on a second master’s in Education. I have worked many jobs, but teaching middle school is, by far, the most rewarding career I have ever had. I enjoy hanging out with my daughter and our cat, writing and reading all things!

In middle and high school, students are asked to look closely at a wide variety of texts across the curriculum for a wide variety of purposes. There are some simple strategies that can be applied to the reading of all genres of literature. In 7^th grade language arts, the ultimate goal is to “read with strategy” and “write with power.” By the end of the academic year, students will have gained a repertoire of in-the-head strategies they can use to comprehend text before, during, and after reading as well as produce better written material.

- Glencoe Literature: Reading with Purpose (in-class textbook)

- 2” or 3” 3-ring binder, w/dividers

- 1-subject tablet or composition notebook (for in-class journaling)

- Medium-size dictionary or dictionary thesaurus

- Loose leaf paper (wide or college ruled)

- Pencils, black or blue (only) ink pens, highlighter

- Glue stick(s), scissors, small stapler, markers, color pencils, color paper

(for in-class and home activities)

Tests/Major Projects - 50%       Daily Work - 30%       Journals - 10%

                                Homework - 5%               Quizzes - 5%

Extra credit. . . given on an as-needed basis. These assignments are not to be used for the purpose of a last minute “catch up,” but rather offered to those students who have respect for the learning environment, given it their all and, despite their efforts, demonstrate a need for extra points.

Make-up work. . . allowed if students provide a legitimate written excuse for missing class and any assigned work. It is the student’s responsibility to inquire about any missed assignments. When students return from an absence, they are expected to talk with either a reliable classmate or the instructor at the end of the class hour for accurate instructions.

A. Lesson plans/class calendar, class announcements, and other helpful resources is available on my teacher website. It can be accessed through the Drake website. If for any reason there is a problem with the web page, or should parents not have access to e-mail, I will be sure to provide students with written notification.

B. Procedures

1. Students stand in line, quietly, at the door. I will check to make sure that they have their correct materials for language arts class as well as if they are following the dress code.

2. Upon entering and before seating, students will drop book bags along the wall in the front of the room and submit homework in designated trays.*

3. Students will take their assigned seats and begin 15- to 20-minute focus activity.

4. Roll is taken (aloud first two weeks; silently thereafter).

5. I will monitor students’ progress on focus activity.

6. The next 3- to 5 minutes will be devoted to student inquiries. We will then proceed with the day’s lesson.

7. I will introduce the lesson objective with students, review previous lesson and show the relation it has to the next lesson.

8. Once student’s complete lesson, we will do a wrap up through summary, announcements and a preview of future lessons.

9. I will take other student questions.

10. Students must remain seated until I dismiss them.

A. Work trays are on the counter under the “Student Supplies” cabinet and are labeled according to class periods. Turn in all daily work, homework, extra credit and make-up assignments.

B. Sign-out sheet is located on the wall at the entrance of classroom.

C. One wastebasket is placed near the front and a second one is located near back of classroom.

D. One pencil sharpener, stapler, hole puncher, and other supplies are on work counter. A second pencil sharpener is on bookshelf in back of room.

E. Student desks are arranged in rows, groups, or a circle, depending on the day’s lesson.

F. My desk, bookshelf, computer, and file cabinets are in the back of the room.**

Negative Consequences                                                   

Step 1 - 3 Verbal warnings (code of conduct reference)    

Step 2 - Student/teacher personal conference                 

Step 3 - Parent/Guardian contact via phone or e-mail

Step 4 - Parent/teacher conference

Step 5 - Referral to counselor

Step 6 - Office referral/Loss of disciplinary points

Positive Consequences

Verbal affirmations

Nomination for "Student of the Week"

Contact Parent

Rewards: "free break" pass, "no homework" pass, Cougar Pass, extra points

VI. Documentation

A. I will maintain log and records (attendance, grades, behavior issues)

B. Create a file/portfolio for each student)

(Tentative)

Ms. K. White-Mason, Instructor

Team: The Cougars

Academic Year: 2008-2009

Growing Pains                                      If a Tree Falls at Lunch Period

Names/Nombres                                  House on Mango Street, Eleven

Face It                                                 Stargirl

Almost Ready                                       Dr. Jekyll and Mr. Hyde

Thank You, M’am                                 Weasel

New Directions                                   Bridge to Terabithia

Toward a Rainbow Nation

Message of Hope

Kids in Action: Dalie Jimenez

The Teacher Who Changed My Life

My Two Dads

Punctuation: Commas, Quotation Marks                     

Sentences: Types of, Parts of (subj., verb)

Parts of Speech: Nouns, Pronouns, Adjectives

Poetry (self-discovery)

the Personal Narrative; the Memoir

Selected Vocabulary from literature

Words from various topics (Science, Sports, Emotions, Theatre, etc.)

Structural Analysis

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