Welcome to 5 th Grade English! “Your child is what the world has been waiting for!”

1. Welcome to 5th Grade English!“Your child is what the world has been waiting for!” Ms. Tanya Wagstaffe Fifth grade English 2011-2012

2. Welcome to English 101 Tanya.Wagstaffe@latinpcs.org We are expecting an exciting year! • Our goal is to guide your child so that he or she finds success. • No child will be allowed to deprive themselves or another child of their education. • That every child feels like they are capable of making a contribution to not only their society, but the world!

3. All about Ms. Wagstaffe… (a.k.a. Ms. Wags) • Graduated cum laude in English Literature from Bennett College in Greensboro, N.C. • Graduated with a Juris Doctor from Howard University School of Law. • Worked in criminal defense for five years. • I have been a teaching for 5 years. • This is my 3rd year at Washington Latin. • I am dedicated to the academic and social success of all my students.

4. My Teaching Philosophy: • I believe that every student can be successful with hard work and determination.

5. About this class… • We will be covering a broad range of topics, with a variety of activities designed to help with understanding literature, the English language, and preparation for the DC-CAS test. • Through novels, plays, poetry, non-fiction, and writing we will be exploring the journey of a hero, the concept of being an individual, and the strength of the human spirit. • Activities will include: journals, performance, research, class discussion, test preparation, non fiction writing and more.

6. Novels (Chapter Books) • The Night Tourist: Katherine Marsh • How Tia Lola Came to Visit (Stay): Julia Alvarez • The Giver: Lois Lowry • A Wrinkle in Time: Madeline L’Engle

7. Targeted Learning Strands: • Reading and Understanding Informational Text. Aligned Common Core Standards: CC.5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Reading Literary Text: Aligned Common Core Standards: CC.5.R.I.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC.5.R.L.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC.5.R.L.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

8. Targeted Learning Strands: • Vocabulary Acquisition and Use. Aligned Common Core Standards: CC.5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC.5.L.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC.5.L.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Reading Literary Text: Aligned Common Core Standards: CC.5.R.L.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CC.5.R.L.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC.5.R.L.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

9. SUPPLIES: • A black or black & white composition or (sturdy) spiral notebook; • A black folder. If a black folder is difficult to obtain, any other color different from the other classes is acceptable;

10. SUPPLIES: • Pencils; • Glue-stick, glue; • Agendabook/Planner; • Grade appropriate book for independent reading (THIS IS REQUIRED FOR EACH CLASS); • Book that is being read in class that particular quarter

11. Student Expectations:“Train up children in the way they should go, Even when they are old they will not depart from it.” Behavior: • All students are expected to speak to each other using “languages of love.” Teacher will do the same. • Students are encouraged to “share their voice.” • When responding in class the student must restate “the call of the question.” • When an adult enters the classroom, the students will greet the visitor collectively.

12. Student Expectations:“Train up children in the way they should go, Even when they are old they will not depart from it.” Behavior: • Bring ALL books and materials to class and take them with you when you leave. • Follow all procedures and policies as outlined in the WLPCS Parent Handbook.

13. Entering Class: • Please enter quietly; • Have a seat; • Take out your materials; • Check board for daily assignment; • Copy down assignment in agenda/planner; • If no assignment is on the board, read independent read book.

14. Getting Started: • After students are finished writing down their homework, they are to take out notebooks and head the page and complete the “Do Now” on the board. • This may be in the form of a writing prompt or reinforcement of a previous lesson. It may also be requiring the student to take out homework from the night before.

15. Headings: • Use Format: • WLPCS: CAPITALIZED! • Your first and last name: CAPITALIZED! (no name=no grade) • English period __________ • Date: Month MUST be spelled out. • Place the heading on all class and homework assignments.

16. Homework: • NO LATE HOMEWORK WILL BE ACCEPTED UNLESS THERE ARE MITIGATING FACTORS INVOLVED. This must be documented in a letter written to instructors by a parent/guardian. • Daily homework is due the class period after it is assigned at the start of class. • Lunch time detention is assigned for missing or incomplete homework. • Students will have to fill out a student responsibility report documenting the reason(s) for missing assignment. • Parent will be notified and a copy of the report will be e-mailed.

17. Student Responsibility Report Personal Responsibility Report (When work is missing or incomplete.) Check all that apply to you. _____I did not have materials in class today. Circle: book, pencil, paper, notebook, other_________________ _____I did not have the assigned homework. _____I did the homework but did not have it in class _____I did not return assigned materials (ex. Progress report). Excuses: Check all that apply to you. _____I did not have appropriate materials at home. _____I forgot. _____I was too sick to do my homework _____I was absent and did not get the assignment _____Other: explain in detail:_______________________________ ________________________________________________________ Signature: Date:

18. Parents are Teachers Too! • Please check that assignments are done correctly with the appropriate heading and written neatly in the English notebook. • Please don’t take your child’s word “that there’s no homework” • as law. • Check all resources: wiki, e-mail and planner.

19. Questioning Techniques(easy to do while you are cooking dinner, driving in the car or doing laundry!) ASK YOUR CHILD: • Main characters • Setting (time AND place) • Main ideas • Personal connections to the story • If factual, ask child to summarize the key points of the book, chapter or magazine.

20. Teacher Expectations • There is always homework assistance available upon request. I am available for extra help after school at the following times: M,W 3:15-4:30 and Th-F by appointment. • A commitment to teach your child where they are at academically and bring them to and possibly beyond grade level. • Give fair assessments that are reflective of tertiary expectations: • Examples include but are not limited to: Selected response: Test takers select a response from a list, as in True/False or multiple choice questions. There is "one right answer." Often quizzes and tests are made up of selected response questions. Constructed response: Students create their own responses, such as providing a written response using direct evidence from the text to support answer. Authentic: Use of real-life materials and tasks. Project-based: Extended, multi-stage activities.

21. Teacher Expectations • I will respect you and work with you to solve problems. • I will promptly correct and offer feedback on your work. • I will work with you to meet learning goals. • I will offer extra help and alternative assessments should you require them.

22. You will earn the grades you receive.

23. Grading:

24. Discipline Procedures Choosing not to follow the rules will result in the following: 1st—Three warnings 2nd—Loss of recess 3rd—Action Form, Parental, Contact 4th—Disciplinary Referral

25. Special Events/Highlights • Author visit: September 29, 2011: Katherine Marsh will come and visit with students and sign their copies of The Night Tourist. • Cultural Enrichment: December 7, 2011: The Washington Ballet performs The Nutcracker. The Wings of Ikarus Jackson: February 15, 2011.

26. Other Important Information • Students are required to wear the correct uniform at all times. • Students are required to be at school before 8:00 a.m. If you are late, you are to go to the main office and wait to be escorted to the MEU by a dean or Mr. Edmundson.

27. Let’s work together to have a great school year!“Learning without reasoning leads to confusion; thinking without learning is wasted effort.”  Confucius