Teacher – English Language Arts
TEA Designation - Highly Qualified, 2004
Classroom MACRO Plan I teach grades 6 – 8 English Language Arts. At each grade level, the curriculum is 100% Texas Essential Skills and Knowledge (TEKS) aligned. I strive to present the study of grammar as a dynamic and fluid structure upon which form and pattern of ideas rest. The study of literature is taught as that which provides multitudes of ways of comprehending events in our own lives and enables the definition, creation and choosing among life’s alternatives. Components of good penmanship, spelling rules, and reading comprehension strategies are included in both grammar and reading/writing class periods. My teaching goal is that students learn how to use the English language with pleasure, clarity, insight and purpose; and that they have the skills to understand and appreciate literature with the heart of the mind.
Teaching Practices Grammar is taught in a spiral review method. Each component taught is re-taught cumulatively and repeatedly through regular classroom applications. The study of literature works is founded on oral class readings as well as homework assignments while the majority of class time is spent on discussion of and writing about respective literary specifics such as theme, plot, purpose, literary forms and devices. The reading of assigned selections is essential for students to participate in and to benefit from class discussions as well as class writing time. Due to the group discussion method of presenting literary analysis, re-teaching literary concepts and terms to individual students will, by definition, be limited.
Learning objectives are presented before class work and homework assignments are given. Students are encouraged to raise questions about the objectives presented during the class period, thus leaving the class session with the needed skills and knowledge to complete assignments. Students coming to class with incomplete homework saying that they did not understand the assignment will face the possibility of having respective assignments considered late.
Homework assignments are due on the following school day unless students are otherwise informed. Homework submitted late may have points deducted and assignments turned in more than 3 days late may not be accepted. (Please see district policy.) Students who miss class are responsible for finding out what was missed, completing assignments in a timely manner, and arranging for individualized time with me as may be needed to master lesson objectives.
Individuals struggling with specific concepts that the majority of the class has mastered will be encouraged to attend tutorials that are offered from 3-4 P.M. on Mondays and Wednesdays. Students with difficulty arranging transportation home after tutorials are to discuss this with me in a timely manner so that we can work towards a solution.
Should a student fail a test, he or she is encouraged to arrange for a meeting with me to review the concepts that have not been mastered. Concepts may be re-taught and said students may be required to demonstrate mastery through specific homework assignments. Students who demonstrate personal academic responsibility by seeking out academic assistance in response to failing grades will be allowed to re-take alternate versions of failed tests to verify mastery as well as to improve personal grade point average.