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Welcome to Mrs. Haase’s classroom!! 

I’m excited for another year of fun-filled learning!!  Concepts that will be covered this year include the following:

  • ·       Holt-McDougal English Literature textbook (We will read many stories together in class which will focus on key Common Core Concepts. In addition to reading these stories, students will be filling out worksheets that correspond to the             stories and then tested over them).
  • ·       Writing Workshop (students will write several essays throughout the year: Patriot’s Pen, Opinion, Comparison-Contrast, Short Story, Literary Analysis, How-To Demonstration, Personal Narrative, Persuasive, and Research Report.
  • ·       Grammar Units (students will work on key grammar concepts daily through DGP-Daily Grammar Practice).
  • ·       Daily Grammar Practice (students will apply and understand grammar concepts on a daily basis).
  •                    Daily Writing Practice (students will work on writing different kinds of sentences, introductions, thesis statements, body paragraphs, and conclusions).

  • ·       Literary Elements/Devices (students will recognize these elements/devices each day at the beginning of class).
  • ·       Vocabulary Worksheets (students will be given these at the beginning of the week and it will be due at the end of the week).
  • ·       MobyMax (students will strengthen their reading, writing, and language skills using this computer-based program)
  • ·       Reading Counts Books (All Middle School students will be required to read two “Reading Counts” books per 9-week period and take a test over each one ~ totaling eight books for the year. Reading Counts books are marked with specific                              reading  levels in the library and all tests are taken there). EXPECTATIONS: students need to read a 150+ page novel of their reading level or higher, select a book from the school library--if a book is from home, it needs to be approved by the teacher--                 and no graphic novels. The test score received will be worth a test grade for the English Literature class.

Looking forward to an AWESOME school year!!!

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Classroom Syllabus

Class = Middle School English Literature

Teacher = Mrs. Haase

Telephone = 583-2237 ext. 237

Website = www.scotland.k12.sd.us click on “staff directory” to find my individual website page

Email = laura.haase@k12.sd.us

Welcome to a new school year! I am excited to have you in class and I am excited about all of the wonderful educational material we will be learning about this year! A little about myself…this will be my 21st year of teaching and my 14th year here at Scotland Middle School. I received my bachelor’s degree from Mount Marty College. My husband is John and we have two daughters: Addison and Macee. If you have any questions or concerns, please let me know. I look forward to helping you be the best you can be!! 

Classroom Expectations

Students will always show respect for other people’s ideas, feelings, and possessions.  They will raise their hand to speak or to ask questions and listen when either the teacher or a classmate is speaking.

·     Assignments are to be handed in completed and on time!  Late assignments will be docked points (10% off). Late assignments will only be accepted the day it is due (after school) or the next day (before school). It is imperative that students stay on top of their homework and turn it in on time. Please ask me if you do not understand this expectation. Thanks!

·     When students come to class, they should have all necessary items with them, be in their seats, and ready to go when the bell rings. Be prepared! 

·     Students should use their student planner/notebook to fill in assignments/tests, etc. for the day/week. Stay organized! 

·     If students know that they are going to be absent, they must let the teacher know and make up the work in advance unless otherwise arranged.  If students are ill on the day an assignment or project is due (and they were here for the assignment), they will be expected to hand it in upon returning.  Books and work for the day of the absence can be provided by asking the secretary when reporting the absence.

·     Gum, candy, pop (including flavored water, Gatorade, Powerade etc.), or any kind of food is NOT allowed unless provided by staff on special occasions.  Only water is allowed in the classroom. 

·     The desks and floor are not for garbage.  Have pride in yourself and your school! 

    Students are reminded to be respectful of the teacher’s property.  Please do not go behind the teacher’s desk or go into the closet. Please do not open/close the classroom windows/shades and do not touch/operate the air-conditioner in the classroom, the teacher will take of this. Thanks!

·     Keep in mind, the grades received this year will be the grades earned by the studentStudents need to stay organized, seek help, study, and hand in work completed and on time.

Required student material

·       Notebook for DGP (Daily Grammar Practice) and DWP (Daily Writing Practice), folder (to put assignments in), homework, pencils/pens (no gel pens…only blue or black ink), bring reading material (book, novel) in case you finish your assignment early.  Utilize your time!

​·   Holt-McDougal Literature Common Core Edition textbook  These books are also available online.  http://my.hrw.com Students are issued usernames and passwords at the beginning of the school year. This online textbook includes the literature, grammar, and vocabulary lessons taught in class. The textbooks stay in the classroom due to their size (big & heavy). The worksheets that are handed out in class contain all of the information that the student needs to study for the test. Students are allowed to take the worksheets with them if need be, but are encouraged to leave them in the classroom in their folder so that they are not lost. We read all of the stories together in class and complete all of the discussion questions together. We learn together! 

·     Vocabulary Worksheetsare handed out at the beginning of the week and are due at the end of the week. It is the student’s responsibility to complete these worksheets on their own (after instruction).  

           **Structure Sheet (roots, prefixes, suffixes): Vocabulary Structure Sheet.pdfVocabulary Structure Sheet.pdf

·   Daily Grammar Practice students will apply and understand grammar concepts through the DGP workbook. Each day, students will have a different task to accomplish with the week’s sentence. At the beginning of class, we will go over the sentence and correct any errors. Periodic quizzes will be given to check for concept understanding. 

                        6th grade DGP.pdf6th grade DGP.pdf                             7th grade DGP.pdf7th grade DGP.pdf                                     8th grade DGP.pdf8th grade DGP.pdf   

·     Daily Writing Practice students will work on writing different kinds of sentences, introductions, thesis statements, body paragraphs, and conclusions.​


Common Core website information:

http://www.commoncore.sd.gov/ela.aspx

This website provides information concerning Common Core. Click on the ELA tab for more information regarding English/Grammar.                  

Grading Expectations

  • ·       Worksheets (for Literature stories) are worth 20 points each
  • ·      DGP (Daily Grammar Practice) is worth 1 point per day

  • ·      Weekly Vocabulary worksheets are worth 20 points each
  • ·      Reading Counts tests are worth 100 points each (2 books/9-week period is required ~ total of 8 books will need to be read for       the school year)
  • ·      Random quizzes are worth 10 points each
  • ·      Essays are worth 50 points each
  • ·     English Literature Tests are worth 100 points each (if a D/F is received on a test, the student will retake an alternative test and       the average of both tests will be the new test grade). It will be up to the student to make arrangements to come in and               retake that test.​

Grading Scale

·         93-100 = A

·         84-92 = B

·         75-83 = C

·         66-74 = D

·         65 and below = F

Patriot’s Pen

Conducted nationwide, this VFW sponsored youth essay competition gives students an opportunity to write essays expressing their views on democracy with the prospect of winning U.S. savings bonds. The top 46 national winners all receive at least a $1000 savings bond. The first-place award is currently a $10,000 savings bond plus an all-expense paid trip to Washington, D.C. for the winner and a parent or guardian. All Scotland middle school students will participate in this competition and a grade will be given as one of their class assignments. The deadline for this competition is usually November 1st each year.

Spelling Bee

If students are interested in participating in the local Spelling Bee, try-outs will be held during class sometime in January. The regional Spelling Bee is sometime in February. Specific dates will be shared when I receive the information from the regional Spelling Bee coordinators.

8th Grade Exploratory class

The class will take an in-depth look at the life of Anne Frank and her family as they went in to hiding during the Holocaust. They will read the novel Anne Frank: The Diary of a Young Girl together in class, listen to the play script that was performed on Broadway, watch the 1950s movie, and watch a documentary about the Holocaust. They will also watch other Holocaust movies based on true stories. This is a remarkable experience and one that will have students looking at life differently.

General guidelines to follow when typing an essay in Mrs. Haase’s class

Information in upper left hand corner of paper (this info should be single-spaced):
Your name

Type of paper writing about (ex. Opinion, Comparison-Contrast, Persuasive, etc.)

Mrs. Haase’s class

Date

 

Font: Arial, Calibri, or Times New Roman (pick one)

Font size: 12

Double space your essay

Length: 350-400 words

 

**Please do not use contractions in your writing (ex. = don’t, isn’t, can’t, etc.), write them out.

When you are finished typing your essay, you need to have it proofed by an adult (parent, teacher, etc.) or a peer reader (classmate). This proofed paper will be handed in with the final copy (containing all of the corrected changes). This is a portion of your grade.


How to Construct a Well-written Essay

Mrs. Haase’s class

Four Types of Writing

1)      NarrativeTells a story. Use descriptive, colorful language – make the story as vivid as possible. Appeal to the reader’s emotions. Use the 5 senses. Use 1st person point of view.          

                     **Must use “Dialogue”!! A well-crafted narrative essay will also build towards drawing a conclusion or making a personal statement. Create the story/picture in your                                     reader’s  mind.

2)      DescriptivePaints a picture. A writer might describe a person, place, object, or even a memory of special significance. The writer should “show”, not tell, through the use of                                       colorful words and sensory language.

                     The best descriptive essays appeal to the reader’s emotions. Use the 5 senses.

3)      ExpositoryJust the facts. Different types of expository: comparison/contrast, how-to, cause-effect, and informative. The writer defines a topic, using facts, statistics, and examples.      

                      **Writers do not reveal their emotions and they do not use 1st person.

4)      PersuasiveConvince me. The goal of this essay is to convince the reader to accept the writer’s point of view or recommendation. The writer must build a case using facts                                              and logic, as well as examples, expert opinion, and sound reasoning. The writer should present all sides of the argument, but must be able to communicate clearly, why                                a certain position is correct.​


Outline of Essay (for a 5-paragraph essay)

IntroductionYou never get a second chance to make a first impression. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing and your paper. Your introduction is a road map for the rest of your paper. Opening with a compelling story, and interesting question, or a vivid example can get your readers to see why your topic matters and serves as an invitation for them to join you for an engaging intellectual conversation. Remember: 1) introduce your topic, 2) restate prompt question, and 3) list three points to support your thesis. You will expand on these points in the body paragraphs.

Thesis statementone sentence that states the main idea of a writing assignment and helps control the ideas within the paper. It often reflects an opinion or judgment that a writer has made about a reading or personal experience. A strong thesis statement requires proof; it is not merely a statement of fact. You should support your thesis statement with detailed supporting evidence that will interest your readers and motivate them to continue reading the paper. It is recommended to put the thesis statement at the end of the Introduction paragraph.

**These next 3 paragraphs form the body of the essay. They provide details such as facts, quotes,

    examples and concrete statistics for the 3 points in your introductory paragraph that support your

    thesis. Take the points you listed in your introduction and discuss each one in a body paragraph.

1st Body paragraphFirst, write a topic sentence that summarizes point #1. This is the first sentence of your paragraph.

         Next, write your argument, or why you feel the topic sentence is true.

          Finally, present your evidence (facts, quotes, examples, and statistics) to support your argument.

**You need to repeat the above steps for the next two paragraphs for points 2 and 3.

                                    The best part about introducing your 3 main points in the introduction paragraph is

                                     that it provides an outline for your body paragraphs.

2nd Body paragraphFirst, write a topic sentence that summarizes point #2. This is the first sentence of your paragraph.

         Next, write your argument, or why you feel the topic sentence is true.

         Finally, present your evidence (facts, quotes, examples, and statistics) to support your argument.

3rd Body paragraphFirst, write a topic sentence that summarizes point #3. This is the first sentence of your paragraph.

         Next, write your argument, or why you feel the topic sentence is true.

         Finally, present your evidence (facts, quotes, examples, and statistics) to support your argument.

ConclusionThe concluding paragraph must summarize the essay. You should restate the thesis and connect it with the body of the essay in a sentence that explains how each point supports the thesis. Your final sentence should uphold your main idea in a clear and compelling manner. **Be sure you DO NOT present any new information in the conclusion.

HINT for Standardized Testing: When writing your essay for a standardized test (like the Smarter Balanced), outline your essay and get through each paragraph as quickly as possible. Think of it as a rough draft. Remember: a complete essay will score more points than an incomplete essay because the evaluator is expecting a beginning, middle, and an end.

Make any revisions that you think will enhance your “rough draft” and be sure to check for any grammatical errors or misspellings.

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LET’S LEARN TOGETHER!!!                                                               

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