Year at a Glance




Daily Information Board


  • This information is located on the white board at the front of the classroom and contains the following information:


  • Week #
  • Day of the Week
  • Current Date
  • Verse for the Week
  • Quote of the Week
  • Character Trait of the Week


  • This information is primarily for the students.
  • The teacher will recite the verse for the week each day and say a few words about it before opening class with prayer.
  • Quote of the Week is meant to cause students to think how this thought applies to their daily lives.
  • The Character Trait will be discussed throughout the week and students will be encouraged to take a look at their own lives to see if they exhibit this trait or not.


“Emoji In My Pocket”


  • Students will have a “jean pocket” attached to the top left corner of their desks.
  • When they come into class, they immediately go to the Emoji Corner to pick out the Emoji that best describes how they are feeling that day.
  • They place the Emoji on their pocket.
  • It stays there for the entire class period.
  • Each student will place the Emoji back into the proper slot after class.



  • This activity allows me as the teacher to understand how the student feels before class even starts.
  • This activity allows me to address situations that I might not know anything about and guide the student to a better day.
  • This activity allows me to get a feel for why a student may not be performing well in the classwork or activities.

Grammar Citations”


  • The students become Grammar Police Officers, looking for incorrect usage, spelling, typo errors, etc.
  • They use a Grammar Citation Form to report these errors to the teacher.
  • They MAY NOT EVER correct an adult or anyone else in an authority position.
  • They simply fill out the form and give it to the Grammar Citation Officer at school.
  • See “Grammar Citation Forms” for more info.


  • This activity is NEVER intended to be used to intimidate folks about their grammar.
  • What this does is simply make students more aware of grammar mistakes that are very common.
  • When students find these things, and start correcting them IN THEIR HEADS, they will eventually correct themselves in their own writing as well as their speech.


“Bell Ringer Activities”


  • This activity is done at the beginning of class.
  • Some activities will be done in groups, while other activities will be done by the individual student.
  • Mondays: M.U.G. Shots – This will be a sentence or two that deals with errors in mechanics, usage, and grammar. Students will correct the sentences, and we will go over the reasons for each correction.
  • Tuesdays: Brain Teasers – These are different “word pictures” that make students think.
  • Wednesdays:  Word Work – These will include a variety of things such as “Words within Words,” Analogies, Synonyms, Antonyms, Boggle, “Dead Words,” “Brainstorm Breakthrough,” etc.
  • Thursdays: Parts of Speech Review – This will include “Madlib” Stories and sentence or paragraph labeling.
  • Fridays: Creative Writing or Un-journaling




  • All these activities are meant to help students with a constant review of things that they are leaning.
  • These activities are also created to help students use high level thinking skills.
  • These activities will broaden each student’s vocabulary skills in many different ways.
  • These activities will help students be creative and think up other ways of saying or writing concepts.
  • These activities give students a way to express their creative thoughts to me as the teacher.



  1. Units will be introduced on Thursdays.
  2. The entire unit work will be due the following Monday. 
  3. We will go over the answer and take questions over the homework. 
  4. Vocabulary quizzes will always be on Wednesdays.
  5. If concerts or other things come up where no homework is allowed, then the students will be told when the next quiz will be.
  6. I do not plan to do these units when the school has special meetings, short weeks, or other special activities planned.


  1. Vocabulary units strengthen each student’s knowledge and use of new or unfamiliar vocabulary words.


  1. PLEASE NOTE: These vocabulary books ARE not published by a Christian publishing company; therefore, you should be aware that there is a very humanistic philosophy portrayed in these books.


  1. Students will be encouraged to LOOK for ideas/concepts portrayed in these units that do NOT portray Christian values.

 Composition Activities


  • Each class will start with smaller activities and will work up to larger activities.
  • Each composition activity will have objectives, skills, and specific information that the student needs to follow.
  • All skills that we have learned in our grammar books will be graded for each composition.
  • Time frames for each activity will be given when the activity is assigned.
  • Students will do peer reviews on most assignments.
  • Teacher will use rubrics for grading each assignment.



  • Students will learn how to organize thoughts, knowledge, and opinions on a consistent basis.
  • Students are responsible to use correct grammar, which we have studied to date – with each activity.
  • Students will learn through peer review circles how to help others with their writing skills, while improving their own editing skills.
  • Student’s grades will be primarily objective, as the teacher uses the rubrics to assign point for the final grade.

Book Reports

Book reports will be assigned throughout the year as the teacher deems appropriate.  Reports will be done in class.



Keeps students reading as much as possible. Students who have a harder time with reading may listen to an exact copy of the book.

Novel Studies


  • Each class will be doing a different novel.
  • The students will receive a study sheet to help them as they read.
  • Each assignment will be discussed in class.
  • The students will take a short quiz over each assignment or the students will have a worksheet that will be graded.
  • Students will discuss characters, plot, climax, conflict/ resolution, point of view, theme, symbolism, and more.






  • Novel studies allow the teacher to discuss each chapter of the book with the students.
  • Novel studies allow the students to ask questions and understand parts of a book that they have questions or things don’t make sense.
  • Novel studies allow the teacher to grade everyone on the same reading book.



  1. Grammar will be the MAIN subject taught during the first semester.  We will do the entire book.
  2. All grammar rules will be discussed in class.
  3. Students will do grammar exercises for homework.
  4. If homework is not completely done at the beginning of class, students will lose their 10 points for homework for that day. (See homework policies.)
  5. Each student will check his/her own homework.
  6. Homework WILL NOT be used for grading purposes.
  7. After each assignment has been checked for correctness, students will take an in-class quiz over these exact concepts.  These quizzes WILL BE graded.



  1. Grammar is studied first because we need a good foundation to work from in all our compositions. It does no good to teach units on capitalization and punctuation at the end of the year when I expect that to be correct on their composition assignments at the beginning of the year.
  2. Following this plan, students have ample opportunities to learn the rules of grammar before earning grades on these concepts.



  • Literature will be the MAIN subject taught during the second semester. We will accomplish as much of the book as we can.
  • Students in American and British Literature will receive a study guide for each author we cover.
  • Students will receive a study guide for each story assigned.
  • Stories and authors will be discussed in class.
  • The study guides will often be graded, sometimes in class if time allows.
  • At other times, the teacher may opt for an oral quiz instead of grading the study guide.



  • Study guides assists students with the important ideas, characters, and information in a story.
  • Study guides help students find information that will be graded.
  • Students have the opportunity to ask questions and correct their study guides before we grade or take a quiz.
  • Study guides lead students to higher levels of thinking and learning within the realm of literature.

“Exit Tickets”

Students fill out a “ticket” in order to leave class. They answer a question about that day’s activities.

This information helps me know who understood the material, who needs additional help, who has more questions, who has a good grasp of the material, etc.