Language Arts: Amy Byus byusa@issaquah.wednet.edu
(425)837-7894 http://byus.wikidot.com
Office: 2410K
Social Studies: Kelsey Sprague spraguek@issaquah.wednet.edu
(425) 837-7775 http://connect.issaquah.wednet.edu/ high/skyline/staff/ ms_spragues_site/default.aspx
or http://tinyurl.com/lyfvofv
Office: 2410A

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Teacher Introduction
General Syllabi Review
Texts/Skills
Expectations
Grading Scales and Categories
Website
Family Access
Student-Parent-Teacher Teamwork

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7 years of teaching/5 th year at
Skyline byusa@issaquah.wednet.edu
Byus.wikidot.com

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Washington State University (2001-2005)
◦ Cum laude Honors College graduate
◦ B.A. Social Studies Education
8 th Year of Teaching
◦ Previously taught high school in Lacey and junior high in
Puyallup
◦ Courses taught include US History, World Studies, Pacific
Northwest History, Language Arts, Leadership, Drama
Background
◦ I grew up in Port Orchard and attended South Kitsap High
School.
◦ I love to dance (studio, swing, ballroom, etc.), garden, read, craft, and travel.
◦ I am incredibly empathetic but believe in helping students understand consequence of choice.
◦ I run my classroom on mutual honor and mutual effort.

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What is Civilization?
What role does geography play in the development of civilization?
How have different civilizations structured themselves? (Hierarchy and
Caste)
How do groups make decisions? (Political systems)
How do groups divide resources? (Economic systems)
Why do some groups conquer others?
What is the relationship between society and the individual?
How do you fight against a more powerful enemy?
How have ideas changed history? (Enlightenment)
What role do American values play in our national and foreign policies?
Why do civilizations make certain decisions (policies) at certain times?

Texts
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House on Mango StreetSandra
Cisneros
Things Fall Apart - Chinua Achebe
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Bless Me, Ultima - Rudolfo Anaya
Animal Farm, George Orwell
Romeo and Juliet - William
Shakespeare
History
Textbook
World History, 2014
Online Access
Primary sources, articles, short stories and other literature provided in class

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Thesis writing
Critical reading
Historical Analysis
Document analysis
Causation
Research and thesis-driven research papers
Sourcing
Historical Bias
Historical Interpretation

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Composition Component
◦ Weekly vocabulary
◦ Thesis statements
◦ Outlines
◦ Essay: Literary Analysis

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Thesis-Driven Multi-Paragraph Essays
• Causes of colonization research paper
(1 st semester)
• Foreign policy Research Project (2 nd semester)
Persuasive pieces
Essay Tests: Timed-writing strategies
Document-based questions

Sample Rubric:
Thesis
Exceeds Standards Standard Approaching Standard Below Standard
Thesis is clear, supportable, and specific; statement is complex and thought provoking.
Thesis is clear, supportable, and specific, though written in a simplistic style.
Thesis has a great idea but the wording is disjointed and hard to follow.
Thesis almost meets the requirements, but it may be too board/vague or too specific.
Getting there, but hard to understand, a little confusing.
Thesis does not meet requirements:
Unclear as to what the author is trying to say.
Wrote a question not a statement.
It is so broad that it is barely resembles a thesis statement at all.

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Co-teaching: Language Arts/Social
Studies
Academic Honesty
Punctuality
Student Communication
Grading

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Kelsey Sprague, SS; Amy Byus, Language Arts
Blended curriculum
Joint expectations
Joint success

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Student Handbook
No plagiarism/collaboration/cheating
1 st offense= 0 on the assignment, 2 nd offense= loss of credit for the course www.turnitin.com
MLA Format

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Students need to be on time to class
Students need to be in class
Students need to communicate with us in a timely fashion
The general expectation for make-up work is that if it was accessible and on the website, it should be done if possible! If not, school policy allows three days.

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30-60 minutes a night for both LA/SS
Students need to communicate with us when they need assistance
No late work

93 - 100% A
90 - 92% A-
87 - 89% B+
83 - 86% B
80 - 82% B-
77 - 79% C+
73 - 76% C
70 - 72% C-
67 - 69% D+
63 - 66% D
60 - 62% D-
59 – below F
Social Studies Language Arts
30 Culminating
Assessments and
Projects
20 Culminating Writing
(Sophomore Project,
Semester Essays,
Major Rubric and teacher scored writing)
30 Culminating Assessments and
Projects
20 Culminating Writing
(Sophomore Project, Semester
Essays, Major Rubric and teacher scored writing)
30 Process (Homework, some Quizzes, some classwork)
20 Process (Homework, some
Quizzes)
10 Vocabulary Acquisition
10 In-Class
Participation
(Socratic Seminars,
In-class work and discussion)
10 Final Exam
10 In-Class Participation (Socratic
Seminars, In-class work and discussion)
10 Final Exam

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◦ Updated regularly so students can track their progress.
Any discrepancies in grade book should be brought to our attention within 7 days or no change will be made.
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There is no late work accepted, no extra credit, and no rounding.

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Please allow your student to contact us about a concern before you contact us (absences, trouble-shooting, grade questions).
◦ Help your student compose an email asking for an appointment during office hours
◦ Help your student brainstorm possible solutions to the issue to discuss with teachers
Goal: Open communication between teacher, parent, and student
◦ Please copy both Sprague and Byus on all emails

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We’re so thankful you came to support your student. We apologize for not accommodating conversations about a specific student need at this time, but please consider completing the survey at:
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 byusa@issaquah.wednet.edu
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◦ Because we move classrooms throughout the day, email is the best way to contact us.