What's happening in L. A. class this week?
The Week of 6/06:
Mon. 6/06:
8th grade (Rooms 313&312)- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made.
7th grade (Rooms 311&310)- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Additionally, I will be continuing and trying to wrap up individual student research conferences.
Tues. 6/07:
8th grade- No class, 8th grade luncheon!
7th grade- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Additionally, I will be continuing and trying to wrap up individual student research conferences.
***Homework: Rough drafts are due tomorrow!
Weds. 6/08:
8th grade- Students will continue rough drafting today! These are their last rough drafts as 8th graders, so they have some serious goals for this essay. Students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Again, this is huge for them. Additionally, I will be continuing and trying to wrap up individual student research conferences.
***Homework: Rough drafts are due tomorrow!
7th grade- Students will be submitting their Rough Drafts today. Then, they will be paired for peer edits. We will go over the directions for their focus on the peer edit ladder and how to be effective in this process. Once we get through peer edits, we will finally more on to typing our final copies!
Thurs. 6/09:
8th grade- Students will be submitting their Rough Drafts today. Then, they will be paired for peer edits. We will go over the directions for their focus on the peer edit ladder and how to be effective in this process. Once we get through peer edits, we will finally more on to typing our final copies!
7th grade- Students will finish peer edits and then begin to type their final copies, with their final revisions and edits!
Fri. 6/10:
8th grade- Students are typing final copies and will see me when they need to work on their works cited pages!
7th grade- Students are typing final copies and will see me when they need to work on their works cited pages!
Mon. 6/06:
8th grade (Rooms 313&312)- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made.
7th grade (Rooms 311&310)- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Additionally, I will be continuing and trying to wrap up individual student research conferences.
Tues. 6/07:
8th grade- No class, 8th grade luncheon!
7th grade- Students are finishing their revisions and edits for their Rough Drafts. This is serious business because students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Additionally, I will be continuing and trying to wrap up individual student research conferences.
***Homework: Rough drafts are due tomorrow!
Weds. 6/08:
8th grade- Students will continue rough drafting today! These are their last rough drafts as 8th graders, so they have some serious goals for this essay. Students' goals are to take my writing criticism and problem solve what they need to revise and edit. This is a challenging process because they are analyzing what they wrote and critically thinking about the changes that need to be made. Again, this is huge for them. Additionally, I will be continuing and trying to wrap up individual student research conferences.
***Homework: Rough drafts are due tomorrow!
7th grade- Students will be submitting their Rough Drafts today. Then, they will be paired for peer edits. We will go over the directions for their focus on the peer edit ladder and how to be effective in this process. Once we get through peer edits, we will finally more on to typing our final copies!
Thurs. 6/09:
8th grade- Students will be submitting their Rough Drafts today. Then, they will be paired for peer edits. We will go over the directions for their focus on the peer edit ladder and how to be effective in this process. Once we get through peer edits, we will finally more on to typing our final copies!
7th grade- Students will finish peer edits and then begin to type their final copies, with their final revisions and edits!
Fri. 6/10:
8th grade- Students are typing final copies and will see me when they need to work on their works cited pages!
7th grade- Students are typing final copies and will see me when they need to work on their works cited pages!
What's happening in our 7th grade Rm. 310 Reading class this week?
The Week of 6/06:
Mon. 6/06: Students will be taking a chapter quiz today and then reading on, while taking their double-sided notes. This is a short hour due to Science testing!
Tues. 6/07: No Reading, just a 20 minute independent reading block due to scheduling.
Weds. 6/08: Students will review their message charts and the last chapter point about Jr.'s current situation at school! Then, they will get into groups and work together to come up with another identity message Jr. receives to which they will fill out their message charts and then move on to reading the next 2 chapters aloud while taking their double-sided notes.
Thurs. 6/09: Students are reading with their lit. partners up to page 200. They will also be taking their double-sided notes and keeping track of their identity charts with their partners. There are some important identity messages within these chapters, so students will be pulling quotes and explaining what they mean to the main character!
Fri. 6/10: Students will work on Achieve 3000 every Friday, which is an informational text (nonfiction, current events articles) website. Students read an article that is set to their reading level, they write 3 summaries in the article (1 for the 1st para., 1 in the middle, and 1 of the last para.), and then take a quiz that they need to get 70% or better on. They have class time to complete all of this, but if they do not it is homework over the weekend! Make sure it is done!
***Homework: 20 minutes of independent reading and a one paragraph Thinking Stem (this should be in their black notebooks). Also, Achieve if they did not finish it in class.
Mon. 6/06: Students will be taking a chapter quiz today and then reading on, while taking their double-sided notes. This is a short hour due to Science testing!
Tues. 6/07: No Reading, just a 20 minute independent reading block due to scheduling.
Weds. 6/08: Students will review their message charts and the last chapter point about Jr.'s current situation at school! Then, they will get into groups and work together to come up with another identity message Jr. receives to which they will fill out their message charts and then move on to reading the next 2 chapters aloud while taking their double-sided notes.
Thurs. 6/09: Students are reading with their lit. partners up to page 200. They will also be taking their double-sided notes and keeping track of their identity charts with their partners. There are some important identity messages within these chapters, so students will be pulling quotes and explaining what they mean to the main character!
Fri. 6/10: Students will work on Achieve 3000 every Friday, which is an informational text (nonfiction, current events articles) website. Students read an article that is set to their reading level, they write 3 summaries in the article (1 for the 1st para., 1 in the middle, and 1 of the last para.), and then take a quiz that they need to get 70% or better on. They have class time to complete all of this, but if they do not it is homework over the weekend! Make sure it is done!
***Homework: 20 minutes of independent reading and a one paragraph Thinking Stem (this should be in their black notebooks). Also, Achieve if they did not finish it in class.
Mrs. McSurley's Year Long Curriculum at a Glance:
7th and 8th Grade Language Arts
L.A. Quarter 1- Writing Structure, the Writing Process and Argumentative Writing through extended responses to literature and persuasive opinion essays.
L.A. Quarter 2- Argumentative Writing that is Research based and the beginning of our Poetry unit.
L.A. Quarter 3- The rest of our Poetry unit, Informative/Expository Writing that is Research based
L.A. Quarter 4- Informative/Expository Writing and Narrative Writing
L.A. Quarter 1- Writing Structure, the Writing Process and Argumentative Writing through extended responses to literature and persuasive opinion essays.
L.A. Quarter 2- Argumentative Writing that is Research based and the beginning of our Poetry unit.
L.A. Quarter 3- The rest of our Poetry unit, Informative/Expository Writing that is Research based
L.A. Quarter 4- Informative/Expository Writing and Narrative Writing
7th Grade Reading Rm. 310
Reading Quarter 1- Successful Reading Skills, Short Stories, and an in depth look at Sharon Draper's Tears of a Tiger.
Reading Quarter 2- Black and White by Paul Volponi
Reading Quarter 3- The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Reading Quarter 4- Non-Fiction pieces, short stories, comics, articles, etc.
Reading Quarter 1- Successful Reading Skills, Short Stories, and an in depth look at Sharon Draper's Tears of a Tiger.
Reading Quarter 2- Black and White by Paul Volponi
Reading Quarter 3- The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Reading Quarter 4- Non-Fiction pieces, short stories, comics, articles, etc.
Expectations when in Mrs. McSurley's classroom
What to expect and how to succeed in your L.A. class:
Expectations-
1. Please come to class prepared and on time* with lots of paper/your notebook, books, pens/pencils, a great attitude, and lots of energy!
* If you walk in late, come in and quietly sit down. I will immediately tell you where we are and what you need out on your desk or you can quietly ask someone near you! Please do not be disruptive.
2. Come to class ready to do your best. If I see and know that you are doing your best everyday, it is impossible for you to fail!
General Grading-
3. Papers, projects, and assignments will be graded accordingly. Every time we start something new, we will discuss the assignment’s points and how it will be graded as well as what it is I am looking for in the assignment. Also, remember, everything you do in this class counts towards and will be reflected in your grade.
The way in which grades will be split up are as follows:
Formative (Notes, Classwork, Quizzes, etc.)= 45%
Summative (Tests, Projects, Essays, ARs, etc.)= 35%
Homework= 10%**
Participation= 10%*
* Participation points- You will be awarded up to 20 points a week for your in-class participation. This means that you are earning 4 points a day, so if you are absent, have trouble behaving, being tardy, and/or do not do your classwork- you will lose points. These points can be easy grade boosters and, for example, can move you from a C+ to a B-.
** Homework- Homework will not always be assigned, but when it is you will receive points for the assignment. Homework can weigh heavily on your grade since I do not always assign it; therefore, pass it on time or do the reading, try your best, and ask for help when you think you need it! If I assign it, it’s important and will help you learn/better your brain.
Notebooks-
You will be completing warm-ups, taking notes, writing journal entries, and keeping track of everything we do in your notebook; therefore, you will have graded notebook checks. I will always give you fair warning and enough days ahead before a notebook check in order for you to get everything together and ready. Notebook tips: Be neat, always have the date, and stay in order/organized.
Late Work-
If you are absent, it is your responsibility to come see me for the work you have missed. You have one week from the date of your absence to make up your work for full credit. If it is just late work in general, which you are always welcome to make up (although some assignments are impossible to make up if they happened during class), you will receive 3/4 to 1/2 credit on the assignment depending on its quality, etc. In addition, the best times to ask me for your missing work are at the end of class, before lunch, and/or before or after school. Remember, you are responsible for the kind of education you want to have, so make the most of it!
*** I am available before and after school! Please feel free to come and see me for help with whatever it is you need! :)
What to expect and how to succeed in your L.A. class:
Expectations-
1. Please come to class prepared and on time* with lots of paper/your notebook, books, pens/pencils, a great attitude, and lots of energy!
* If you walk in late, come in and quietly sit down. I will immediately tell you where we are and what you need out on your desk or you can quietly ask someone near you! Please do not be disruptive.
2. Come to class ready to do your best. If I see and know that you are doing your best everyday, it is impossible for you to fail!
General Grading-
3. Papers, projects, and assignments will be graded accordingly. Every time we start something new, we will discuss the assignment’s points and how it will be graded as well as what it is I am looking for in the assignment. Also, remember, everything you do in this class counts towards and will be reflected in your grade.
The way in which grades will be split up are as follows:
Formative (Notes, Classwork, Quizzes, etc.)= 45%
Summative (Tests, Projects, Essays, ARs, etc.)= 35%
Homework= 10%**
Participation= 10%*
* Participation points- You will be awarded up to 20 points a week for your in-class participation. This means that you are earning 4 points a day, so if you are absent, have trouble behaving, being tardy, and/or do not do your classwork- you will lose points. These points can be easy grade boosters and, for example, can move you from a C+ to a B-.
** Homework- Homework will not always be assigned, but when it is you will receive points for the assignment. Homework can weigh heavily on your grade since I do not always assign it; therefore, pass it on time or do the reading, try your best, and ask for help when you think you need it! If I assign it, it’s important and will help you learn/better your brain.
Notebooks-
You will be completing warm-ups, taking notes, writing journal entries, and keeping track of everything we do in your notebook; therefore, you will have graded notebook checks. I will always give you fair warning and enough days ahead before a notebook check in order for you to get everything together and ready. Notebook tips: Be neat, always have the date, and stay in order/organized.
Late Work-
If you are absent, it is your responsibility to come see me for the work you have missed. You have one week from the date of your absence to make up your work for full credit. If it is just late work in general, which you are always welcome to make up (although some assignments are impossible to make up if they happened during class), you will receive 3/4 to 1/2 credit on the assignment depending on its quality, etc. In addition, the best times to ask me for your missing work are at the end of class, before lunch, and/or before or after school. Remember, you are responsible for the kind of education you want to have, so make the most of it!
*** I am available before and after school! Please feel free to come and see me for help with whatever it is you need! :)
Student Assignments, Missing Assignments, and Grades...
For detailed information about assignments, missing assignments, and grades, please log on to the Parent Portal by clicking the dash below:
http://www.cps.edu/Pages/ParentresourcesCheckingmychildsgradesandattendance.aspx
For any other information, you can access the Galileo website by clicking here: http://www.galileoscholasticacademy.org/
http://www.cps.edu/Pages/ParentresourcesCheckingmychildsgradesandattendance.aspx
For any other information, you can access the Galileo website by clicking here: http://www.galileoscholasticacademy.org/
Accelerated Reader (AR)
Accelerated Reader is a program that allows students to independently read a book of their choice and then take a quiz on that book. The quizzes are scored, compiled, and kept on the website that students have access to during school. Each student has their own profile that only they can see; however, I have access to everyone's profile for grading purposes. Moreover, students must get a 70% or above for their ARs to count. Below are some additional facts to help you and your student:
1. Students need 4 ARs a quarter for Reading. This will show up on their report card, each quarter, as # of books read.
2. AR completion will be counted and averaged into students' Reading grades every quarter. They begin the quarter with a zero and as they complete an AR, their grade moves up.
1=60% 2=70% 3=80% 4=90% and 5=100%
3. There will be an AR reading log provided in the back of my classroom. Every time a student takes a quiz and gets a 70% or above, they will log it under their name. Again, 4 are required, but more will boost grades and help better their reading skills in general!
4. Finally, any student who achieves their 4 book goal a quarter will be a part of the Rm. 310 AR Reward! Woohoo! Read those books!
1. Students need 4 ARs a quarter for Reading. This will show up on their report card, each quarter, as # of books read.
2. AR completion will be counted and averaged into students' Reading grades every quarter. They begin the quarter with a zero and as they complete an AR, their grade moves up.
1=60% 2=70% 3=80% 4=90% and 5=100%
3. There will be an AR reading log provided in the back of my classroom. Every time a student takes a quiz and gets a 70% or above, they will log it under their name. Again, 4 are required, but more will boost grades and help better their reading skills in general!
4. Finally, any student who achieves their 4 book goal a quarter will be a part of the Rm. 310 AR Reward! Woohoo! Read those books!
Mrs. McSurley's Education/Credentials:
M.Ed. in Instructional Leadership in Urban Education/Secondary Education, English from U of I Chicago
B.A. in English from Chicago's DePaul University
Illinois Type 09 Certification with ELA Senior HS and LA Middle School Endorsement
Publications:
Schultz, B.D., Baricovich, J., & McSurley, J. “Beyond These Tired Walls: Social Action Curriculum Induction as Public Pedagogy” in J. Sandlin, B.D. Schultz, & J. Burdick. Handbook of Public Pedagogy: Education and Learning Beyond Schooling. New York: Routledge, 2010.
Schultz, B.D., McSurley, J., &Salguero, M. (accepted for publication). Teaching in the cracks: Student Engagement through Social Action Curriculum Projects. International Journal of Critical Pedagogy.
B.A. in English from Chicago's DePaul University
Illinois Type 09 Certification with ELA Senior HS and LA Middle School Endorsement
Publications:
Schultz, B.D., Baricovich, J., & McSurley, J. “Beyond These Tired Walls: Social Action Curriculum Induction as Public Pedagogy” in J. Sandlin, B.D. Schultz, & J. Burdick. Handbook of Public Pedagogy: Education and Learning Beyond Schooling. New York: Routledge, 2010.
Schultz, B.D., McSurley, J., &Salguero, M. (accepted for publication). Teaching in the cracks: Student Engagement through Social Action Curriculum Projects. International Journal of Critical Pedagogy.
Contact Information
Email: [email protected] (This is the best way to get a hold of me!)
Phone: 773-534-7070 (front desk)
Phone: 773-534-7070 (front desk)