Fresh English: Pre-Reading for Self-Fulfilling Stereotypes

Wednesday, March 18, 2015

Pre-Reading for Self-Fulfilling Stereotypes

Goal: Complete pre-reading activities for our next unit on stereotypes.

Read
Quick write in your English Journal
Pre-reading with your partner

Quick-write
In a few sentences explain how you would describe a party you attended to a close friend.
In a few more sentences explain how you would describe the same party to a much older relative.
What's the difference in your descriptions? Why are they different?

Pre-reading
Find the article I have shared with you in your Google Drive called "Stereotypes Reading" (Hint: Look in "Shared with me.")
With your partner discuss and answer the questions at the top of the document, part 1 and part 2.

Tomorrow you and your partner will be reading this article using the "Say Something" protocol we have used before. I will be at a conference. You can email me if you have questions.

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Gradebook Explained

My grade book is on Power School for you to view. There are some things you need to know.

If you have a blank score or missing score that is not bad. Often scores are left blank when I do not grade an assignment right away. Sometimes blanks mean a student was absent for an in class experience. The point is do not panic about blank or missing scores.

Zeros however, are a real problem. Students get zeros when they do not turn in an assignment that they should have done. Zeros usually appear after I have asked the student several times to get the work finished. Students can sometimes undo a zero by turning in the work late. Some assignments can be regraded. See the button at the top of the blog to request a re-grade.

Often I do not enter many assignments until the end of the grading period when projects we have been working on for a few weeks become due. I try to enter progress grades every few weeks into the "progress category." Note that the progress category is only 10% of the total grade. Low scores on progress grades indicates that a student needs to improve their work before the final project is due.

Grade categories are weighted as follows:

50% Writing & Speaking (Essays, some in class assessments, and speaking assignments.)

40% Reading & Listening (Book reviews and reading progress and some listening assessments.)

10% Progress (writing draft grades, turning in required paperwork, some formative assessments)

Student grades are based on meeting grade level standard proficiencies. This is not a points or numbers game. There is no extra credit, but there may be additional opportunities to show proficiency.

I hope this will resolve some confusion. Of course if you have questions about grades please e-mail me.

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Wednesday, March 18, 2015

Pre-Reading for Self-Fulfilling Stereotypes

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