Classroom Ambience:

The type of classroom I aspire to create is one where my students feel emotionally
safe and like they have a voice to communicate their experiences, and connect them to
our class and the world around them. I want to do this by constructing a physical
environment that it very collaborative, relatable, and overall, cozy. It is my professional
belief based on research, that students learn and preform better in naturally lit
environments. I wish to design or be in a classroom where there are skylights and
windows incorporated with dimmed lamps and beanbag seating areas. Various genres
and levels of books also need scattered about and be made easily accessible to all
students, and the desks will be situated in a semi circle. Students wont have a seating
chart and will be encouraged to mix it up, and spark inspiring new discussions. My
classroom will be a music friendly place where Id prefer students come up with
appropriate playlists or song requests to play for the class as a whole, because I want
students to be able to enjoy and dig deep into the work that they are doing, but not put
up walls with their headphones. I want my classroom to be the one that sparks students
interest to learn and explore, and I think by creating an atmosphere with them, one that
connects to them, then we can work towards a common goal.
Physical Space of the Classroom (diagram)
The physical dynamic of my classroom is arranged for maximum collaborative
opportunities, and the flexibility to create a safe and welcoming environment. I have
want for the desks to be organized in a circular and/or semi circular arrangement. I will
lead discussions and lectures at the front of the circle facing the board, and occasionally
sit amongst the students and intermix instruction with them. I believe sitting in more of
a circular seating arrangement will not only allow for students to sit side-by-side with
their peers, but it puts all students on the same level. There are not rows where
students can choose to sit in the front or back and tune in or tune out, nor can students
feel like they will only be called on based on where they are sitting. When students are
holding discussion and responding to one another, I want them to be able to face their
peers, not the backs of their heads. I want to share a space with my students where they
feel like they can relate and communicate amongst their peers. Theres something so
powerful about the discussions and ideas students can develop with each other, and I
love to see that dynamic. I think its also really important for students to have those
bonds and connections to their peers, and gain more support or insight from one
another.

Managing Resources
Systems in place for paper: I would like for all announcements, assignments, and
rubrics to be given out in the form of hard copy, and then to have all of it posted on
my website. I will communicate this in my syllabus and encourage parents to
frequently look at the webpage, and will possibly send out informative emails to
parents, as large assignments come up. As far as students submitting assignments,
I would prefer them submit most things electronically, and my feedback will be
provided digitally as well. Aside from it being better for the environment, its the
best way for students to keep track of their assignments as well as my feedback,
and it prepares them for post secondary education or life. I would like to establish
this system at the very beginning of the year with minor assignments, so that
students can get used to submitting their work and checking it for feedback.
Systems in place for time: As much time as possible will be dedicated to instruction
and discussion time. I realize that there will always be some wasted time at the
beginning and end of each class for both housekeeping items and building class
culture activities, but I would like very little to consist of lecture, and have most
courses consist of dialogue, work-shopping, and reading. This is also the reason I

would prefer if students submitted work electronically so that we dont have to

spend time passing back papers and handing out assignments. They can choose to
look at it before class and come with questions or concerns, or they can go and
revisit the assignment post class to check for understanding.
Systems in place for routines: My classroom routines will be pretty structured. I will
have students come in and begin with a journal entry/quick write related to the
content we will be discussing that day, and set the classroom atmosphere. Most of
my instruction will be extensively modeled, so students can replicate the
assignments I want them to do and how they should be carried out. These routines
will be established within the first weeks of school in order maintain the structural
dynamic .

Oberon Middle School

8th Grade Language Arts
Instructor: Mandi Marcantonio Phone: 720-425-7818
Email: mmmarcan@rams.colostate.edu Website: Weebly

Course Description:
8th Grade Language Arts courses emphasize the interrelationship of all the arts of
language: reading, writing, listening, viewing, creating, and presenting as means of
developing language skills and understandings. Through a variety of units, students will
examine writing samples for both reading and writing quality.
Course Objectives:
Instruction in this course will focus on the following teaching and learning objectives:
Incorporate what I am reading with what I know
Communicate my thoughts to intended audiences
Understand how grammar, punctuation, and spelling impact a writers message
My writing has the ability to impact or influence readers
Understand how reading impacts what I think and do
Understand how organization of information impacts a researchers interpretation
of information
Analyze how literature reflects culture or shapes it
Essential Learnings:
At the conclusion of this course, the student will be able to show evidence of learning in:
1. Collaborate effectively as group members or leaders who listen actively and
respectfully pose thoughtful questions, acknowledge the ideas of others, and
contribute ideas to further the groups attainment of an objective
2. Deliver organized and effective oral presentations for diverse audiences and varied
purposes
3. Interpret how the structure of written English contributes to the pronunciation and
meaning of complex vocabulary
4. Demonstrate comprehension of a variety of informational, literary, and persuasive
texts
5. Evaluate how an author uses words to create mental imagery, suggest mood, and
set tone
6. Read a wide range of literature (American and world literature) to understand
important universal themes and the human experience
7. Engage in a wide range of nonfiction and real-life reading experiences to solve
problems, judge the quality of ideas, or complete daily tasks
8. Apply standard English conventions to effectively communicate with written language
9. Implement the writing process successfully to plan, revise, and edit written work

10. Discriminate and justify a position using traditional lines of rhetorical argument and
reasoning
11. Gather information from a variety of sources; analyze and evaluate the quality and
relevance of the source; and use it to answer complex questions
12. Demonstrate the use of a range of strategies, research techniques, and
persistence when engaging with difficult texts or examining complex problems or
issues
13. Exercise ethical conduct when writing, researching, and documenting sources
Course Instruction:
8th Grade Language Arts is taught using a combination of lecture, reading, writing, and
discussion and will also include independent research, group projects, and audio-visual
presentations. Students will be immersed in a collaborative learning environment, since
it is ideal for discussing sensitive and complex issues, where students can and make
meaningful understandings and connections between their lives and texts in literature.
Not only do I find this the best style of teaching in order to understand composition and
literature comprehension, but I also believe it is the foreground for students learning new
things about themselves, their peers, and the world they live in.
Course Content:
This course will include short stories, novels, plays, essays, articles, poetry, and various
audio and visual sources as they are related to the units. Over the course of the year,
students will be composing an assortment of multi-genre projects including a
Biographical Profile, Memoirs, and Personal Narratives. You will be examining and
analyzing literary texts and evaluating different perspectives, in order to create and
justify interpretations, producing an argumentative essay and speech. We will be
analyzing a variety of fictional and non-fictional works, in order to infer the significance
of their details while connecting them to real world applications. Throughout our units,
you will be using assorted patterns to draft your work, and we will be practicing peer
feedback for revision and editing stages.
Grading Scale:
A = 90% and above
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = 59% and below
Late Work:
Check the class website and/or posted agenda for current assignments and due dates.
ZAP (Zeros Arent Permitted) is not required for 8th graders but highly recommended if
you have forgotten your assignment. You are welcome to stay after school THAT DAY to
complete the assignment and receive 80% of the grade. Otherwise, late work will
receive 50% if turned in the next day.
Classroom Expectations:
1. Attendance - Daily attendance will be taken in each class. Make sure youre
sitting in your assigned seat with your materials when the bell rings in order to
avoid being marked tardy. If you have an excused absence, you have 2 DAYS to

make up the assignment. The assignment MUST be handed directly to me in order

to receive credit. You are responsible for finding out what you miss when youre
absent. Always check the website!
2. Participation Since this is a very collaborative-based class, full of discussions
and opportunities to share your thoughts and experiences, students are
responsible for participating and contributing to the learning environment. This
means it is necessary to be in class, on time with all required materials and
completed assignments.
3. Environment It is essential to the course that students help create an
emotionally respectful environment where them and their peers feel comfortable
sharing their ideas, opinions, and experiences, as they connect to the course
content.
4. Electronic Devices No electronic device of any kind may be used in class
without permission. The presence of an electronic device during a test or quiz will
be considered evidence of academic dishonesty.
5. Assignments - Tests, quizzes, and homework will be the extent of assignments
you will have. Tests and quizzes will be considered and graded as formal
assessments, and will range from unit and reading comprehension, to vocabulary
and language concepts. As for homework, most large quantities of reading will be
done in class, but you will be expected to complete short story readings, chapter
assignments, or some writing for unit projects. Please take PRIDE in the work you
complete for class. This includes making sure it is turned in on time and legible.
Complete the assignments to the best of YOUR ability. I am looking from individual
growth in each individual student from August 2015 to May 2016.
ALL final copies of writing must be TYPED, doubled-spaced, and written in a
legible size 12 font this INCLUDES assignments turned in via devices.

Academic Dishonesty:
Each student is required to do his/her own work. Plagiarism and/or cheating will not be
tolerated, and if detected, will result in disciplinary referral and action. The Oberon
Student Handbook outlines the consequences for cheating and plagiarism, and the
instructor will, with the assistance of an administrator, implement said policy. A first
incident of plagiarism and/or cheating will result in a zero. Additional incidents may
result in expulsion from school. Please consult the Handbook for the full text of the
consequences for academic dishonesty.
Contacting Me/Open Door Policy:
My door is always open, and I highly encourage you to come talk to me in regards to any
difficulties you may be experiencing. For immediate responses, email is the best way to
get a hold of me and I will try and best accommodate your schedule to answer your
questions or concerns.

I am looking forward to an extraordinary year!!

Please sign after reading and keep in the front of your Language Arts binder
for reference. Having this sheet signed and in your binder by Tuesday, August
25th counts as a homework grade.
Student Signature: ______________________________________________________________
Parent Signature: _______________________________________________________________