Grading and Homework

7th Grade:

Religion -

• We are covering Friendship with Jesus
• Ch 1 and 2 Test on Thursday, 9/28.
• Catholic Saints project due 10/13.

Social Studies

• We are covering the colonial period and the events in the lead up to the American Revolution from 1760 to 1776
• Constitution projects due October 20.

8th Grade:

Religion -

• We are covering Bible verses in the New Testament and tracing our Church history

• Case studies due 9/28
• Constitution projects due 10/20

Course information:

The curriculum for U.S. History will include topics such as:
• The American Revolution
• Formation of the American Government
• The Constitution
• Three branches of Government
• Challenges of a New Nation
• Early Presidencies
• Expanding our Borders
• Immigration
• Nationalism
• Industrial Revolution
• Changes in the North and South
• Manifest Destiny and Expansion
• Slavery
• Events leading to the Civil War 

Our religion course will focus on the following topics:

• Jesus as Son of Man and Son of God
• Scripture – The New Testament
• Early Life of Jesus Christ
• Jesus as Messiah
• John the Baptist
• The Sacraments
• Confirmation Preparation
• Miracles and parables of Jesus
• Catholic social teaching

Course Objectives & Learning Outcomes:

Students, by the end of our classes will --

• Think, speak, and write critically and analytically
• Acquire empathy for others through examination of the experiences of Biblical and historical figures 
• Cultivate respect for diversity and other cultures
• Engage in the process of historical analysis
• Promoting media literacy through evaluation of media sources 
• Foster ideals of religious and civic participation and citizenship

Standards:

Competencies 

1) Analytic Thinking – disassembles complexity to more usable information

2) Critical Thinking – rational, reasonable thinking and problem-solving skills

3) Strategic Thinking – planning and use of information

4) Chronological Thinking – use of knowledge over time and space 

Materials:

SS textbook

“Christ Our Life” Loyola Press for Grade 7

Grading:

My Values & Beliefs

The values and beliefs that guide me as it pertains to grading are that every student can learn and work to their God given potential. Numerical values are not always able to capture achievement. Students should ask how they are being evaluated and self-grade themselves on discussions as an example. Students may begin to care more about grades than learning the material. It is important that we emphasize the process of learning to ensure that students will remain focused on the end goal. I am not opposed to grades and do believe that there is an administrative necessity for grades to serve as a baseline to report performance. I also plan to provide a summary as well as grades may not be enough to explain student performance. This summary is in the form of a note to each parent about student progress throughout the year.  A non-competitive learning environment is desired where students are not in competition with each other to outdo their peers. The teacher should strive for a learning environment that promotes mutual respect, interdependence, and cooperation. 

Purpose of Grades:

The most important aspect for my grading philosophy is that grades should be used to provide motivation to learn. Better grades should serve as an indication that learning is progressing successfully, while lower grades should indicate room for improvement. It is imperative that we inform students that lower grades are not representative of them as people and not reflective of their worth. Lower grades should serve as a motivator instead. Grades that are less than ideal are an opportunity for improvement in the classroom and this will be made clear. Each student will have the opportunity to achieve the highest grade possible. By reviewing their grades, students begin to learn their strengths and weaknesses and reach out for assistance. Helping students foster a growth mindset is important in their success in the classroom and beyond. 

Meaning of Grades:

According to my grading philosophy, grades should include an overview of student performance over time to compare trends over the course of the year. This comparison can be used to inform parents of the progress made during the school year. I do not believe that students should lose points for assignments unless there are no extenuating circumstances. Excessively penalizing students can harm motivation to learn and perceptions of the teacher’s fairness in the classroom. Grading needs to be a cumulative result of all the assignments over the course of the year. As such, the grading process should consider a student’s effort. Student effort during the year can be explained in a narrative in addition to the grades given. Reporting this information to parents is important to communicating the growth, if any, that has taken place over the year. 

Components of Grades:

1. Completion
2. Correctness
3. Effort
4. Timeliness
5. Neatness 

The above five components are averaged and divided by five. This system will only be used for class assignments. Separate rubrics with specific criteria will be provided for class discussions, essays, and projects. I believe that tests and quizzes should be used sparingly because not all students are comfortable under timed conditions. Participation should be voluntary, and I do not plan to cold-call students. Despite this, all must come prepared to engage in discussion as I will circulate to ask students questions individually. Additionally, class discussions will be graded by each student and myself. Homework should be used as an opportunity for students to gain mastery of the material. Homework must build on itself, gradually increase in difficulty, and follow a sequence. Lastly, the final project and essay will be summative assignments used to measure progress over the entire course. I will accept rough drafts for the final essay especially for students who must strengthen writing skills, I plan to provide feedback that will be helpful in allowing students to adjust their drafts. 

Grading Method:

For the distribution of grades, percentage assessment scale is used that is based on proficiency toward a learning goal or skill. For this reason, it is important that the system be applied fairly to all students. I want to ensure that each student has the potential to improve and achieve the grade that they desire.

Homework: 
Homework will be given each day to strengthen and retain the material that was taught and to also give time for independent practice. Homework will follow a sequence and increase in difficulty. Students should remember to copy their homework at the beginning of the class period. If there are any questions, students should see Mr. Mano after class or send an email to ask for clarification.

Late work: 

Late work may be submitted and accepted for partial credit. For each day that the submitted work is late, the full assignment will be reduced by 25%. Mr. Mano encourages each student to submit timely work to avoid loss of points and a reduction in their grade. Late work will not be accepted after 3 full class days. 

Extra Credit:

Extra credit is offered once per trimester, with one assignment for that class. The extra assignment is worth 5 extra points. The 5 extra points earned will then be added to the lowest course grade.

Make-Up Tests:
For the make-up of tests, students will be permitted to test after the lunch period or during recess. A student must approach Mr. Mano to inform him that the work must be completed. For other missed work, students can check Google classroom.

Academic Integrity policy:

Upon notice of an incident of academic dishonesty, the student will be asked to meet with Mr. Mano to discuss the infractions. After the first infraction, that student will be granted a verbal warning. A second infraction of an incidence of academic dishonesty will lead to no credit for that assignment. 

Students will be asked to abide by an honor code that the completed work is their own work. The student must attest that their work is their own. This attestation will be referenced upon any incident of academic dishonesty.

The affirmation will be as such: I, hereby attest and affirm, that this work submitted is of my own accord. 

Student signature ___________________