August+31,+2009


 * August 31, 2009 -- parent letter/course syllabus**

Dear Parents/Guardians,

Welcome to a new school year! As your child’s language arts and social studies teacher, I am excited to dive into a year of writing, reading, and exploring American history with him/her. In this letter, I’ll outline our essential questions for the year so that you can better support your child’s learning and thinking at home; also, I’ll explain my expectations for behavior and preparation. Please read and review this letter with your child. Then complete and sign the last page and ask your child to return it to me on Tuesday, September 1.

Language Arts Course Overview: A writing and reading workshop will be at the core of my language arts curriculum this year. If you’d like to delve into the philosophy of the workshop, I encourage you to read Nancie Atwell’s book In the Middle. The basic premise is this: students will learn to read and write well in an environment that inundates them with good literature, modeled writing, and ample time to work and to conference. I expect each student to produce at least 3-5 pages of rough draft each week and to bring at least two pieces of writing to completion every six weeks. Also, I expect each student to read books independently throughout the year. I will conduct daily mini-lessons on literature, writing strategies, and conventions. This year, we’ll focus on American literature as the students study American history with me in social studies. We’ll read and write a variety of genres, including memoirs, poetry, historical fiction, one-act plays, essays, and research papers. We’ll produce three literary journals. Best of all, we’ll discover truths and questions I can’t anticipate on this day in August. Come and see! Parents are welcome in my classroom any time.

Social Studies Course Overview: Our curriculum this year is U.S. history from pre-1492 to 1900. During the first quarter, we’ll examine Native American and Alaska Native peoples, various encounters with European and Russian explorers, and the formation/evolution of the thirteen colonies. Second quarter, we’ll focus on the colonies’ build-up to revolution, the Declaration of Independence, and the American Revolution. Third quarter, we’ll study the development of U.S. government, the Constitution, growth of the U.S. and its challenges and triumphs as a young nation, slavery, and westward expansion and its effects on native peoples. Finally, fourth quarter, we’ll examine the Civil War and Reconstruction. Every week, we will examine current events that are relevant to the historical events we are studying. Throughout the year, we will work to answer three essential questions: What does it mean to be an American? What shaped our nation? How do historians use their knowledge of American history to help us understand who we are and where we are going today? At the end of the year, my students will answer these questions in a culminating project of two parts: a portfolio of learning and a creative response. I’m confident this will be a thought-provoking, relevant year for all of us.

(Please turn over to find out what your child needs to bring to class tomorrow.) Materials Needed: Your child must come to class tomorrow (Tuesday) prepared with the following: • Pencil or pen • ONE spiral notebook (college-ruled paper, at least 70 pages) • At least one pack of loose-leaf paper (college-ruled)

Writing Homework: I expect each student to write for a minimum of one hour over the weekend. You can help support this by creating a space in your home where your child can write. Setting up a desk or table with a cup of pencils and pens will send the message that you believe writing is important. On Fridays, I will give students a written prompt in their writing journals and on Mondays, I will check that they have accomplished it. Thank you for supporting these young writers’ ongoing practice in the craft.

Reading Homework: I expect each student to read for a half an hour at home EVERY night of the week. Students will have sustained silent reading time during skills M-F, but they will need to read at home on the weekends to continue developing the habit. Please help support your child’s reading by creating a space in your home that is quiet and free from distraction (it’s difficult to read in front of the TV). Also, please note: my students will be choosing their independent reading books from my classroom library. Some of these books – particularly the higher level ones -- deal with adult issues. Please keep up a dialogue with your child about what he/she is reading so you can stay aware of the books’ content. If you’re concerned about a book, please do not hesitate to contact me so I can help your child find a different book. Also, students are welcome to bring books from home for their independent reading.

Social Studies Homework: Students will have a variety of homework in social studies this year, ranging from map work to interviewing family members to developing a fictional colony charter. I’ll communicate my expectations for each assignment over e-mail and in letters home.

Book Check-Out: I lend students books from my personal library. If your child loses a book, I ask that he/she replaces it.

Assessment: I assess students on the degree to which they meet my clearly outlined expectations for each course.

Rules and Discipline: The first three rules of my classroom involve respect: respect yourself, respect your peers, and respect me. The students will define “respect” together on the first day of school. Upon the first violation of a rule, a student will lose 5 participation points (each student receives 10 points for each day). The second violation will result in all points lost; the third will result in a lunch detention with me. In adherence to DZ school policy, more serious infractions (profanity, disrespect to an adult, name calling, throwing objects or spitting, fighting or abuse of materials) may necessitate immediate involvement of the administration.

Contacting Ms. Brooks: You can find me most easily by bringing me an Americano with chocolate milk during my prep, from 10-11:30 a.m. each day. (-: A cheaper (and equally dependable) option would be to email me at brookss@jsd.k12.ak.us. I email weekly updates to parents every Friday afternoon. Thank you!

Sincerely,

Sarah J. H. Brooks Language Arts and Social Studies 463-1899, ext. 244; brookss@jsd.k12.ak.us