Parent Night PPT 9th Block 2014


Language Arts: Amy Byus


Office: 2410K

Social Studies: Kelsey Sprague

(425) 837-7775 high/skyline/staff/ ms_spragues_site/default.aspx


Office: 2410A

Teacher Introduction

General Syllabi Review



Grading Scales and Categories


Family Access

Student-Parent-Teacher Teamwork

7 years of teaching/5 th year at


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


◦ Courses taught include US History, World Studies, Pacific

Northwest History, Language Arts, Leadership, Drama


◦ I grew up in Port Orchard and attended South Kitsap High


◦ 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.

What is Civilization?

What role does geography play in the development of civilization?

How have different civilizations structured themselves? (Hierarchy and


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?


House on Mango StreetSandra


Things Fall Apart - Chinua Achebe

Bless Me, Ultima - Rudolfo Anaya

Animal Farm, George Orwell

Romeo and Juliet - William




World History, 2014

Online Access

Primary sources, articles, short stories and other literature provided in class

Areas of study

Cultural Anthropology


Latin America


Middle East


Foreign Policy

Thesis writing

Critical reading

Historical Analysis

Document analysis


Research and thesis-driven research papers


Historical Bias

Historical Interpretation

Composition Component

◦ Weekly vocabulary

◦ Thesis statements

◦ Outlines

◦ Essay: Literary Analysis

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:


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.

Co-teaching: Language Arts/Social


Academic Honesty


Student Communication


Kelsey Sprague, SS; Amy Byus, Language Arts

Blended curriculum

Joint expectations

Joint success

Student Handbook

No plagiarism/collaboration/cheating

1 st offense= 0 on the assignment, 2 nd offense= loss of credit for the course

MLA Format

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.

30-60 minutes a night for both LA/SS

Students need to communicate with us when they need assistance

No late work

SHS Standard

Grading Scale

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

Grading Categories

Social Studies Language Arts

30 Culminating

Assessments and


20 Culminating Writing

(Sophomore Project,

Semester Essays,

Major Rubric and teacher scored writing)

30 Culminating Assessments and


20 Culminating Writing

(Sophomore Project, Semester

Essays, Major Rubric and teacher scored writing)

30 Process (Homework, some Quizzes, some classwork)

20 Process (Homework, some


10 Vocabulary Acquisition

10 In-Class


(Socratic Seminars,

In-class work and discussion)

10 Final Exam

10 In-Class Participation (Socratic

Seminars, In-class work and discussion)

10 Final Exam staff/ms_spragues_site/default.aspx

Or use

Family Access

◦ 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.

There is no late work accepted, no extra credit, and no rounding.

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

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:

You can also email us at:


◦ Because we move classrooms throughout the day, email is the best way to contact us.