Why learn English?

English is used all around us! Whether at

school, home, work, or on the sports field
English will help you communicate.
Increase your ability to read, write, and speak
with others about literature, current news
stories, culture, and real world issues.
Prepare for life after high school, including
college or the workforce.

Goals for Learning in our English Class

Improve Writing Skills and Techniques

Practice Usage of Grammar Rules
Expand Vocabulary Knowledge
Identify Themes across Literary Genres
Increase Reading Level
Communicate and Collaborate with others

Dear Mr. and Mrs. Blackstock,

I am writing to you today because I am concerned about the performance of Joey in the last
couple of weeks. Although Joey has wonderful attendance in my class and always arrives with a
positive attitude, I have noticed a pattern in his behavior as of recently that has alarmed me.
In the last four Literature Circles conducting in my class Joey has been leaving inappropriate
feedback on our class posters as well as speaking out of turn when our small groups are
presenting. I have reminded Joey multiple times about our class policies concerning respecting
others when talking and the proper way to respond with feedback to his classmates, but he seems
to be experiencing a difficult time.
I would like to review my classroom policies with both you and Joey at your earliest
convenience. I also have come up with a solution to help Joey feel more involved in literature
circles. I would allow Joey to help conduct literature circles by reading out questions for the
class to answer in their small groups. Before this can happen though it is imperative that Joey
provide appropriate feedback to his classmates in order to minimize classroom disruptions and
hurt feelings by fellow students. If his behavior does not approve then unfortunately Joey will be
unable to participate in literature circles and instead required to write an essay on the assigned
book chapters.
I would be more than happy to meet with you both so that we can work together to help Joey
succeed in my classroom and put his best effort forward. He is one of my most passionate
students who truly enjoys discussing deeper meanings in texts as well as analyzing literature for
conventions. I am positive we can help Joey succeed if we all work together. I look forward to
hearing from you soon and will be able to answer any additional questions you may have.

Best Regards,
Ms. Ivey
tkivey@asu.edu
(480) 472-5900 ex. 23
Honors 9th and 10th Grade English

Hello Parents of Honors English 9th grade students,

Welcome back to another school year at Mesa High! My name is Ms. Ivey and I will be working
with your children this semester. I obtained my bachelors degree from Arizona State University
in May of 2017. I have an Undergraduate degree in Secondary English Education with a minor in
Creative Writing. I am currently working on my Masters degree in Literary Education.
I have been working with children age two years to age eighteen for the last five years on
enhancing their knowledge as well as skills in the English language. In addition I completed my
student teaching experience right here at Mesa High School where I was able to work with
honors 9th and 10th grade English students.
I am excited to have your child in my classroom and I have high expectations for a successful
semester! Over the course of this semester I will expect all of my students to turn in their very
best work for each assignment, to ask for help when needed, and to actively participate in all
classroom activities whether individually or with partners. I also will be asking each student to
keep an open mind throughout the semester as they broaden their vocabulary, enhance their
writing skills, sharpen their reading comprehension skills, practice identifying conventions in
literature, and prepare for advanced English courses as well as rigorous placement tests.
As a teacher I am a strong believer that it takes a village to raise a child. I hope as a parent you
can attest to this and support your child in their advanced academic endeavor. I ask that you keep
an open line of communication between yourself and your child so that you are able to provide
support if extra help is needed or circumstances beyond their control arise. Moreover, I am
always happy to meet for conferences, set up a tutoring schedule, or contact other teachers on
your child`s team. My number one priority is helping to determine an educational plan that will
allow your child to reach their full potential. For these reasons I am available for meetings,
phone calls, and tutoring sessions both before and after school.
I have left my contact information down below and I would be happy to speak with your further
about the needs of your child. I am looking forward to a wonderful semester full of growth,
enhanced knowledge, and positive learning experiences. Please let me know of any questions or
concerns that you may have and I will work diligently to address those.
Best Regards,
Ms. Ivey
tkivey@asu.edu
(480) 472-5900 ex. 23
Honors 9th and 10th Grade English

Dear Principal Thomas,

My name is Tracy Ivey and I specialize in English with a focus in Creative Writing. I obtained
my bachelors degree from Arizona State University in May of 2017. I have been working with
children age two years to age eighteen for the last five years on enhancing their knowledge as
well as skills in the English language. In addition I completed my student teaching experience at
Mesa High School where I was able to work with honors 9th and 10th grade English students.
These variety of teaching experiences as well as the rigorous writing program that I completed at
ASU has helped to mold me into the teacher I am today.
I am passionate about working with students to expand their minds and I believe every student
has the right to learn without fear of failure. As far as objectives for my English classes, I want to
provide students with the opportunity to further develop their lexicon, expand upon their writing
skills, evolve their reading comprehension skills, and prepare students for advanced level English
courses. I expect to work with a variety of students as I truly enjoy having a diverse classroom
while helping to teach all students further English content.
Moreover, I am expecting that students are able to work individually as well as collaborate with
other students through partners, small groups, and entire group discussions. Students will be
asked to always try their best and if an answer is unknown to take a guess. I also will ask that
students are respectful, hard-working, and keep an open mind. While a large part of a students
success will depend on the child I hope parents of my students are believers in the fact that it
takes a village to raise a child. Therefore, I will have an open line of communication policy so
that parents are able to call, email, or set up conferences to help establish a routine to help their
child. I will also work diligently with other teachers on my team to help foster a progressing
relationship between parents and their students. In fact my door is also always open before and
after school to provide adequate time for meetings with parents and tutoring for students.
As you can see I am excited to get back into the classroom and touch the lives of a new group of
students in a positive way. I have provided my contact information below as well as attached my
resume. I hope to hear from you soon as I am looking forward to the new school year.

Sincerely,
Tracy Ivey
tkivey@asu.edu
757-718-5931

Professional Growth Plan

During my first year of teaching I hope to accomplish multiple goals in both my content area and
that will benefit the school that I am teaching at. One goal that is very important to me is to be
hired into a school where I am able to work with a variety of academic levels, such as traditional
English and honors English, or honors English and AP English. I feel that working with students
across multiple ability levels will help me as a first year teacher by influencing me to truly take
time and careful thought when lesson planning for each of my classes. Moreover, I want to be
able to have some variety in my teaching practice as I search for the best examples of literature
for all of my students. For these reasons I plan to continually work on furthering my education
by taking more literature classes at ASU in order to learn about literature that I could be
including in my classroom. I also plan to attend as many writing workshops as possible in order
to help strengthen my writing as a teacher and also writing techniques that I can then pass onto
my students. In addition, I plan to help make lesson plans for readwritethink.com, as I
continually work on planning lessons that involve every student. This is extremely important to
me because making lesson plans can ensure that students are being challenged both in further
developing their writing as well as their literature skills.
Furthermore, during my first five years of teaching I plan to have enrolled in a masters program
either at ASU or another university. Although I am still debating on which master`s program I
would like to pursue I am currently leaning towards the Education Literacy program at ASU. The
main reason I believe this master`s program will benefit me is because it will help me to further
learn about reading strategies in the classroom, to better understand the obstacles students are
faced with concerning lower reading levels, and also to gain more knowledge on both literature
texts to be used in the classroom as well as how to relate these texts to students. Although my
goal is to focus on a master`s program that prioritizes reading I also plan to take some writing
courses as well. This is due to the fact that I am a strong advocate for students being able to use
writing in order to reflect on literature as well as reflect on their own personal lives. I hope that
by further improving my content knowledge of both literature and writing that I will be able to
offer my students more strategies to dive deeper into their writing as well as literature analysis.
In addition during my first five years teaching I also hope to open a writing club at the school
that I am teaching at. This writing club would be creative writing, which would be the perfect
outlet for students to express themselves while also working on developing their writing skills.
By sponsoring a writing club it is also my hope that I would be able to at some point in my first
few years of teaching either take over teaching at least one section of creative writing or get my
principal`s approval to teach creative writing as an elective course for students. As far as joining
an organization I want to join the American Association of Educators so that I will be able to
interact and collaborate with other teachers who are passionate about change in our schools. I am
also hopeful that by joining this organization I will be able to meet other English teachers from
all over the country who are interested in sharing prompts for creative writing. In all during my
first five years teaching I hope to help publish lesson plans, begin teaching a variety of ability
levels, sponsor a writing club and later teach a writing class, and also work on obtaining my
masters degree.

Syllabus
Contact Information
tkivey@asu.edu
(480) 472-5900 ex. 23
Room 23 English Hallway
Class Overview
The following topics will be covered over the course of this semester:

Honors 9th Grade English

Poetry Unit ( Edgar Allan Poe, Williams Wordsworth, and Samuel Taylor Coleridge)
Shakespeare Unit (Romeo and Juliet, Julius Caesar, and Shakespearean Sonnets)
Grammar Unit (Reflective Pronouns, Personal Pronouns, Sentence Structure, Sentence
Diagraming, and Verb Tenses)
Writing Unit (Narratives, Personal Memoir, and Research Paper)
Journaling and Quick Writes
Locating Literary Elements and Annotating Texts

Grading and Points

You are required to earn a passing grade of at least a 70 in order to move on to the
next English course. However, in order to move on to Honors English 10 you must earn at least a
75 or higher to stay in the Honors English Program.

Taking 9th grade English whether regular or honors is required to graduate.

Participation points will be given each class period for completing bell work,
being active in class discussions, journals, quick writes, and partner/group work. These points
may only be made up when class is missed with an excused absence form and an additional
assignment outside of class may be assigned. Any unexcused absences will result in a loss of
participation points for classes missed.

Cheating or copying other students work whether from this class, another class, or
former students will results in a grade of a ZERO for all students involved as well as a trip to the
academic support office. Any form of cheating or copying, may also result in being dismissed
from the Honors English Program depending on the final decision from the academic support
office.

A unit test will be given at the end of our four major units (Poetry, Shakespeare,
Grammar, and Writing) and a Final Assessment will be given at the end of the term covering
parts from each of the four major units.

A review will be offered at 7:30am on test days for approximately 30 minutes.

Students will receive two extra credit points for attending these review sessions.


Test corrections will be offered after our four major unit tests and students are able
to receive five extra credit points for completing these. All work must have been turned in to
have the opportunity to complete these test corrections.
Points Breakdown
Homework- 15%
Classwork/Bell work- 15%
Quizzes- 15%
Unit Tests- 25%
Final Assessment- 30%
General Classroom Rules
1.

Be Respectful

a.
In this classroom you are expected to respect each person including: myself, your
fellow classmates, any other teachers or administrators, guest speakers, parent volunteers, and
any student interns. Be mindful of your manners and always remember to be polite.
2.

Be Responsible

a.
While in this class you are expected to be responsible in completing your
assignments and in keeping up with due dates through the use of a planner. If a personal matter
occurs or you are not understanding the course material it is up to you to come forward and ask
for help.
3.

Be Active

a.
In this classroom you are expected to actively participate through completing
assignments, participating in partner/group/class discussions, working with others to share
resources when needed, communicating your needs to both myself as well as other students, and
by showing your school spirit inside the classroom.
4.

Be Focused

a.
When in English class please focus on only English class. This means I should not
catch you doing math homework or anything else that is not English related in class. Doing so
without permission will result in a loss of participation points for the day and a note to your other
teacher.
Other Classroom Rules

Please arrive at class on time and be in your seat by the time the bell rings.

Please look at the front board to determine if you have a warm up activity or if you
should be starting to work on your bell work.

Cellphones are not allowed to be used in class unless permission has been given.

At the end of your class period please ensure your desk is clean, supplies are put
away, and that you are sitting in your chair. Students will be dismissed once their area is ready
for the next class.

Homework is due at the start of class (unless otherwise noted) and late or copied
homework will not be accepted. If your homework is incomplete please be honest and
communicate this with your teacher right away.

to class.

Water bottles are allowed in class. All other food or drinks must be finished prior

Consequences
1.

Verbal Warning

2.

Teacher and Student Discussion

3.

Lunch Detention and Improvement Plan

4.

Phone Call Home

5.

Sent out of class to Academic Support Office

*Severe Behavior Problems will result in an immediate phone call home or being sent to the
Academic Support Office
Materials Needed for Honors English
Composition Notebook (Journal), 1 inch Spiral Notebook (Notes to be used for this class only, 2
inch Binder with 5 Divider Tabs (only used for this class), Black and Blue Ink Pens, Colored
Pencils, and Highlighters
Expectations
The Honors English Program is a rigorous program with a heavy focus on further developing
each students writing abilities, literature knowledge, and honors portfolio. For these reasons
students are expected to be actively participating in class by being on task, arriving at class with
their required materials, homework and other assignments completed prior to arriving in class,
and communicating their academic needs to their teacher. Students are expected to work on only
English course work for the entire period unless prior permission has been given. In addition,
students are asked to follow all classroom rules or face immediate repercussions.
Absences and Tardy Policy
Per Mesa School District policy, students must attend at least 90% of class sessions in a semester
in order to receive a passing grade and/or credit. If a student is absent for more than 9 days in a
semester, the status of the class becomes an audit and their grades/credits may be withheld.

Parental excused, as well as unauthorized absences, will count toward the limit of 9 absences per
semester. The policy does not include absences or tardies due to school-approved activities such
as field trips, student government activities and performing arts activities. Cases involving
prolonged illness or unusual circumstances will be reviewed by the school administration.
Students are expected to attend all class sessions and complete makeup assignments when they
are absent. Students and their parents should communicate with me as soon as possible if they
are aware of any planned absences or personal situations that arise during the semester.
Tardiness interrupts each and every member of our class. Therefore, a tardy slip will be given to
students when they arrive to class more than 10 minutes late without a pass from another teacher
or office staff. The accumulation of 5 tardy slips will count as 1 class absent. While the
accumulation of excessive tardy slips such a 5 or more will result in a visit to the Academic
Support Office for an Improvement Plan.

Make Up Work
If you know you will be absent beforehand please tell me as soon as possible so that I am able to
put a makeup work packet together for you. Otherwise upon your return to class please look in
the Days of the Week pin to obtain any missed assignments. Please also double check with me to
ensure any other activities or assignments were not completed. Students are given three days
upon returning back to class to complete their makeup work. Due to prolonged illness or
personal matters students may request permission from me to complete their makeup work in a
longer time period.
Hall Passes
Students are given a total of Eight Hall Passes during the course of the semester. Hall passes are
only for using the restroom during class and for returning to your locker. At the end of the
semester students will be offered 4 extra credit points per unused hall pass.
Students have unlimited passes to visit the Library, Front Office, Nurse, Academic Support
Office, and Guidance. These passes will be given out as needed throughout the semester when
students ask their teacher. I will only issue these passes during appropriate class times, please
think before you ask!
Guidance and the Nurses office will give me a list of any student who require a special hall pass
for use during my class. Please double check with both of these departments to ensure your
child`s file is up to date.
Extra Help
I am here to help both you and your child succeed! I am available before school starting at
7:30am, during tutoring hour (3rd period), during lunch when requested, and after school until
4:00pm. Please schedule your requested time with me so that I am aware and can make myself
available. If you are absent or have questions about an assignment you also may email me at

tkivey@asu.edu. I check my email at least once before 9:00pm each night and twice daily on the
weekends. Please also call my class phone during the above mentioned times at 480) 472-5900
ex. 23.
Welcome to Honors 9th Grade English!
I am excited to welcome you and your student into the Honors English Program! Please openly
communicate with your student about the expectations of this course and keep an open mind as
your child is completing assignments throughout this semester. These assignments have been
developed to both challenge and guide your student while in the Honors English Program. Please
do not hesitate to contact me with any questions or to schedule extra help! Ms.Ivey
Please sign below indicating that both you and your child have read as well as understand the
expectations outline in the syllabus. Please return this page only of the syllabus no later than
______________________________.
Student Signature________________________________ Date______________
Parent/Guardian Signature_________________________ Date_______________

Parent/Guardian Contact Information

Name ________________________________________
Phone Number_________________________________
Email_________________________________________
Emergency Contact
Name_________________________________________
Phone Number_________________________________
Email_________________________________________
Child`s Information
Name_________________________________________
Child`s Email__________________________________
Any Known Allergies____________________________
Any Other Concerns or Questions? Please list them below.

Tracy Kelly-Marie Ivey

Tempe, AZ 85282
(757) 718-5931
tkivey@asu.edu

SUMMARY:
Strong communication and people skills; enthusiastic with a passion for helping children; organized and efficient
teaching methods; high tolerance and patience level; nurturing and loving; enjoy answering questions and explaining
content until everyone understands; believe children have the right to learn and ask questions.
SKILLS:
Comfortable at working in both team and individual environments
Excellent written and verbal communication
Able to provide both positive and negative feedback in a respectful manner
Skilled at explaining a concept in multiple ways
EDUCATION:
Western Branch High School, Chesapeake, Virginia
Obtained: Advanced Studies high school diploma
Grade point average 3.75
Graduated June 2013
Arizona State University, Tempe, Arizona

Major: Secondary English Education

Anticipated Graduation: May 2017
Cumulative Grade Point Average: 3.87
Relevant Courses: Teachers College Experience, Computer Literacy, Foundations of SEI, Orientation to
the Exceptional Child, Childhood and Adolescence, Literature for Young Adults, Methods: Teaching
English Composition, Methods of Teaching Language, Middle School Curriculum/Organization, and
Instruction/Management in the Inclusive Classroom
CERTIFICATIONS:
Arizona Fingerprint Clearance Card
First Aid and CPR for Adults and Pediatric
MAJOR ACCOMPLISHMENTS:
Deans List for all semesters of college (6)
Able to be a full time student as well as work a full time job through college
Advancement from assistant to lead teacher at Cactus Preschools
INTERNSHIP EXPERIENCE:
Kino Junior High School: Karalee Hodge
Worked with 7th grade honors English students and traditional 8th grade English students.
Taught mini lessons, full lessons, co-taught, graded papers, and entered grades
Assisted mentor teacher in lesson planning.
Metro Tech High School: Deborah O`Dowd, Katie Peterson, and Carmen Diaz

Worked with students taking English in 9th through 12th grade

 Collaborated with other teachers, attended parent teacher conferences, and IEP meetings
Taught mini lessons, full lessons, co-taught, graded papers, entered grades, and lead class discussions
Helped students in the writing center and after school tutoring
WORK EXPERIENCE:
Full time Newborn Nanny (Phoenix, AZ)

August 13th 2015 to present

Care for a 3 week old male infant and 13 month old female child
Keep child on consistent daily and nightly schedule for feedings, naps, and changings
Assist with sanitation of baby items, overnight/extended care, educational outings, and doctor visits
Full time Nanny for Linskey Household (Chandler, AZ)
February 13th 2015 to July 31st
2015
Watched both of their sons ages 3 months and 18 months on a daily basis
Kept children on a consistent daily schedule for feedings, naps, planned educational activities
Assisted with house cleaning, overnight trips, and doctor visits
Lead Infant Teacher at Cactus Preschools Tempe (Tempe, AZ)
March 2014 to February 12th 2015
Lead other teachers in planned developmental activities and class schedule
Responsible for overall health of infants, feeding, nap, and changing schedules
Engage infants in educational songs and record milestones when met to infant parents.
Assistant Pre-K 2 Teacher at Western Branch Academy (Chesapeake, VA)
September 4th 2012 to June 10th
2013

Assist lead teacher, parents, and children in planned learning activities

Engage children`s mind through reading, coloring, educational songs, and listening activities
Responsible for overall safety and well-being of child as well as bathroom training

Cashier/Hostess at Jalapenos Mexican Restaurant (Chesapeake, VA)

August 24th 2012 to June 2013

Assist customers in seat arrangements and reservations

Responsible for collecting pay from customers and resolving customer service issues
Lead co-workers at achieving service goals

Appendix
Tuesdays with Morrie Reading Unit: Reflection, Connections, and
Values
Tracy Ivey
Summary: The main goal for this unit will be for students to gain insight to the importance of
reflection, connection, and values.
Students will read the book Tuesdays with Morrie independently, in groups, and as a class to
demonstrate their ability to make real world connections to characters as they reflect on what has
been both read as well as discussed. Students will participate in a variety of reading activities
independently and with their classmates to enhance their learning experience with this text.
These activities will be designed in order to provide higher level thinking opportunities and
collaboration with classmates. In addition students will also gain insight as to how an unknown
circumstance, such as a medical condition, can change a persons priorities in life and how being
optimistic through hard times can inspire other people.
Content: Tuesdays with Morrie by: Mitch Albom
Course: Honors English
Grade: 11th
Length: Estimated 12 days
Unit Number/Sequence: 2nd Unit of
Fall Semester

Stage 1 Desired Results

ESTABLISHED GOALS:
1. Formulate questions on their own,
with partners, and in groups about
the text.
2. Identify how the relationship
between Morrie and Mitch affects
the point of view from which the
novel is told.
3. Indicate examples of story
elements as well as social
responsibilities/values from their
assigned chapters and provide
examples with their class mates.
Students will be given the
opportunity to vote as a class on
which social responsibilities/values
will be focused on for each chapter.

Transfer
Students will be able to independently use their learning to ask questions
in this book connect to their own life. In addition students will be able to
on a favorite or influential teacher they have had in the past and how tha
future. Students will also identify multiple examples of story elements on t
demonstrate their applied learning knowledge.

Meaning
UNDERSTANDINGS:
ESSENTIAL QUESTI
Students will understand that authors write
1. Why should w
books to inspire other people and to share
participate in s
experiences. Students will also understand that
and fulfill our s
story elements are present in a narrative story
2. Is a teachers jo
and the importance of including all story
ever truly finis
elements in writing. Students will also
capable of bein
understand how an unforeseen circumstance
3. What lessons f
can change a person`s outlook on life and how
applied to your
a student can be continually inspired by a
find any of the

4. Apply the situations from the text

to their real life and make
connections while reflecting on their
own life experiences.
5. Demonstrate at the end of this
unit how this book has impacted
them by writing a narrative paper.

teacher. In addition students will analyze or

identify the social values and responsibilities
taught in this book by the end of the unit plan.

text to be simil
experiences?

Acquisition
Students will know why story elements are
Students will be skilled
essential to a successfully organized novel.
elements in a narrative
Students will know that this text can be applied
be skilled at writing re
to their own life through reflection, connection,
reading as well as mak
and values. Students will know how to work
their own life values. S
independently, in pairs, and in groups in order
skilled at determining
to complete class assignments and discussions.
story that influence the
Students will know at the end of this unit what
characters.
impact this book has had on them as a student.
Students will be skilled
independently, in pairs
complete their work. S
at formulating their ow
to contribute to their c
discussions, and class

Stage 2 - Evidence
Evaluative Criteria
Daily Warm Ups
Class Handouts collected and graded
Class Discussions one on one, pairs,
and small groups.
Class Activities: 4 square, literature
circles, think, pair, share,
cause/effect, aphorism, reflection
journals.
Exit tickets
Homework Assignments
Narrative papers
Journal Entries including response
to prompts and reflection
Reading Quizzes
Quiz on ALS and Medical
Conditions
Silent Discussion
Character Panel Discussion
Character Panel Question/Answer
Thumbs up/Thumbs Down
0 to 5 Hand Signal of Understanding

Assessment Evidence
PERFORMANCE TASK(S):
Students will work independently to complete homework assignments an
reading. Students will work in pairs and small groups in order to complete
assignments, participate in class discussions, brainstorm ideas as well as p
identify story elements. Students will use their interactive notebooks, clas
class handouts. At the end of this unit students will independently write a
this book and how it has impacted their life.

OTHER EVIDENCE: Students will have the opportunity to learn more ab

Mitch during the beginning days of this lesson and also to watch an NBC
Students will be given a packet of information about ALS and other medi
can significantly affect a persons mind as well as body. In addition I will
how an unforeseen events can change a person`s life.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

For my unit plan students will be reading Tuesdays with Morrie by Mitch Albom. The entire focus of this unit pla
world connections, reflection, and values to the reading. Students will be given the opportunity to see the effect th
and identify which values they believe in. I will make students aware that they must respect their classmates valu
that everyone will not have the same impact from this text. Once I have introduced the text and explained the form
will explain about what ALS is as well as similar medical conditions. This will be done by reading a non-fiction t
conditions as a class. In addition I will pass out a worksheet that outlines unpredicted situations that could occur
losing a job or being in a car crash. As the unit progresses and the class moves through the different chapters stu
take their own notes as well as participate in class discussions. In addition students will need to understand the i
working independently, in pairs, in small groups, and as an entire class. The final goal after reading this book is
connection to Romeo and Juliet, which student read last quarter, as well as write a two page reflection/connectio
allow students to decide what impact if any this book had on them.

Understanding by Design. 2012 Grant Wiggins and Jay McTighe.

ENTRANCE PROCEDURE

Procedure
1. Quietly enter into the room.
2. Stop and pick up any handouts
labeled with you class period from
the front entryway table.
3. Then gather any needed supplies
for the day from the supplies
bookshelf (pencils, scissors, or
textbooks) and take your seat.
4. Pull out your journal and look to
the board for your daily writing
assignment.
5. Begin writing in your journals and
continuing writing until the prompt
from the board has been fulfilled.
6. As the bell rings continue working
if not yet finished and wait silently
for further directions after the
morning announcements.

Proof
Students are entering the class
room quietly, picking up any
needed materials, and
completing their daily writing
assignment as the bell rings.

Practice
On the first day of class we will
read through the expected steps
for our entrance procedure and
any questions will be clarified.

Stude
proce

Stude
quietl
All students will enter the
classroom from outside our door
and quietly go through the
patterns of our daily entrance
routine. This will be repeatedly
practiced until mastered by the
majority of students.

Once the majority of students

have mastered our entrance
procedure they will be given the
all clear from me that they have
perfected our classroom routine.

If any students are completing

our entrance routine incorrectly
or forgetting steps then I will
remind them to review the steps
that will be posted above our
entryway table. Students will
then be asked to practice these
steps until they have become
efficient at the this routine.

When preformed in proper form

all students with have their
needed supplies for the day, be
completing their daily writing
assignment, and be sitting
quietly in their assigned seats.

Stude
suppl

Stude
do if I
daily
board

New s
will n

The b
annou
loud s

I will
studen