Welcome to Mr. Lucy's Homepage

Contacts:tlucy@bham.wednet.edu, 676-7470 ext. 5693, Home – 592-5655

I offer after school assistance from 3:00 to 3:20. Just let me know that you plan to stay after school. If I have a conflict, we will negotiate another time. Before school I am available between 8 and 8:30. Use me, I can help.

Room 12

Class Expectations

Our textbook series is Connected Mathematics. Activities make connections between math concepts and the lives of sixth graders. Students work collaboratively to build understanding by questioning and problem solving.

The quality of written responses to problems will be measured in the following ways.

Does my writing convince the reader that I understand the math concept/content?
Does each answer include its question?
Is there an example or drawing included in each answer as supporting information?
Is the information clear, correct and factual; is it easy to understand?
Did I use correct conventions including math terms?

You can expect homework assignments 3 to 4 times per week. All students are expected to use a daily planner to keep track of daily assignments. We will spend time filling out our planners as a class. Remember to check your planner each night.

In the case of an absence, it is the student’s responsibility to find out what they missed by asking their classmate study-buddy or the teacher on their first day back. Daily handouts are placed in a file in the front of the room. You are required to complete missed assignments promptly upon your return.

All assignments are to be complete at the start of the class period on the assigned due date. Missed work will contribute to a lower grade.

I try to take several things into account when grading students in mathematics class. I work to build a learning community where everyone feels free to voice his or her thoughts so that we can make sense of the mathematics together. I try very hard to assess and grade only those things that we value in the classroom.

Grading Summary:

Participation 15%
Journals 15%
Homework 20%
Partner Quizzes 20%
Tests/Projects 30%

Participation
Because participating in discussions and activities is so important in helping the students make sense of the mathematics, this is one part of the students' grades. They rate themselves at the end of each week on how well they participated throughout the week.

Journal (In-Class work on Investigation Problems and Mathematical Reflections)
Ideas become clear when we talk about them and when we write about them. Because I feel it is very important to be able to communicate mathematically in writing, students' journals also figure into their grade. We use the journals for problem solving, communicating what they do and do not understand, and reflecting on each Investigation to summarize the ideas. I try to collect them at least once every two weeks so I remain in constant communication with each student.

Homework (selected ACE exercises)
In class, before homework is checked or collected, students are given the opportunity to ask questions about the assignment. I do not give answers or tell how to solve the exercise but, with the class's help, work with students to help them understand what the exercise is asking. Students have the right to revise any of their work while this conversation is going on and not be marked down. Grading is strict on this work because students have the opportunity to take care of it themselves and get help.

Check-Ups, Partner Quizzes, and Unit Tests
With partner quizzes, only the revised paper (the one turned in the second time) is scored for a grade.

Scoring Rubric for Check-Ups, Partner Quizzes, and Unit Tests
Each assessment has its own point-marking scheme devised by me. Points are determined by the amount of work asked for to solve each problem. Not all problems are awarded the same number of points.

Projects
A 6-point holistic rubric is used for all projects

Scoring Rubric for Projects

5 - Project is complete, mathematics is correct, work is neat and easy to follow.
4 - Project is mostly complete, most of the mathematics is correct, work is neat and easy enough to follow.
3 - Project has some missing pieces, some of the mathematics is correct, work takes some effort by the teacher to follow.
2 - Project is missing some major parts, there are several problems with the mathematics, it takes extra effort for the teacher to follow the work.
1- Project shows little to no significant work.
0 - No project is submitted.

Every Student in Mr. Lucy's classes will need:

Red ball point pens for correcting work
Pencils
2 Spiral bound graph pad notebooks (4 squares per inch) (70 count or so)
A binder
A basic calculator

Reading Class Expectations

Reading is thinking. Throughout the year I will urge students to be aware of their thinking as they read. For example, we will practice reading with a purpose. We will discuss the habits of successful readers. I expect all students to have a book with them at all times in my classes. We will read. We will reflect on our reading.

Students are required to read a minimum of twenty minutes each weeknight. A home reading log will be due each Friday. Weekly, students will write a journal response to their reading. This will be due on a designated day.

My goal is to set aside more time for reading than reading instruction. Grades will be based on independent reading, responses to reading, work ethic and assignments.

Work needs to be completed on time.

Language Arts

My goal will be to get students writing every day. I will strive to give some choice in what you write. We will build on writing steps introduced and practiced in elementary school. They include topic search, brainstorming, planning, free writing, self revision, peer revision and editing. Pieces will be revised and edited in terms six traits of ideas, organization, sentence fluency, word choice, voice and conventions.

Grades will be based on work ethic, writing process, completed pieces.

My class will be a writing workshop.

Writing Workshop

Your role in Writing Workshop

To come to class each and every day with your daily writing folder, in which you keep all drafts of your pieces-in-progress.
To write every day and to finish pieces of writing.
To make a daily plan for your writing and to work at it during class and at home.
To find topics you care about.
To number and date your drafts of each piece.
To work hard at self-editing your final drafts and to self-edit in a pen or pencil different in color from the print of your text.
To make final copies legible and correct with decent margins.
To make decisions about what’s working and what needs more work in pieces of your writing; to listen to and question other writers’ pieces giving thoughtful, helpful response.
To not do anything to disturb or distract me or other writers.

(adapted from In The Middle by Nancy Atwell)

My Role

To keep track of what you’re writing, where you are in your writing and what you need as a writer.
To prepare and present mini-lessons based on what I see you need .
To help you find topics you care about.
To provide a trusting class environment in which you feel free to take risks as a writer.
To help you learn specific editing and proofreading skills.
To be your final editor.
To listen to you and respond to your writing by asking thoughtful questions and to make a record of what happens in my conferences with you.
To make sure no one does anything to disturb or distract you when you’re writing or conferring.

	Mr. Lucy: 6th Grade
Mr. Lucy's Favorite Links Whatcom Middle School Home District Home	Welcome to Mr. Lucy's Homepage Contacts:tlucy@bham.wednet.edu, 676-7470 ext. 5693, Home – 592-5655 I offer after school assistance from 3:00 to 3:20. Just let me know that you plan to stay after school. If I have a conflict, we will negotiate another time. Before school I am available between 8 and 8:30. Use me, I can help. Room 12 Class Expectations Our textbook series is Connected Mathematics. Activities make connections between math concepts and the lives of sixth graders. Students work collaboratively to build understanding by questioning and problem solving. The quality of written responses to problems will be measured in the following ways. Does my writing convince the reader that I understand the math concept/content? Does each answer include its question? Is there an example or drawing included in each answer as supporting information? Is the information clear, correct and factual; is it easy to understand? Did I use correct conventions including math terms? You can expect homework assignments 3 to 4 times per week. All students are expected to use a daily planner to keep track of daily assignments. We will spend time filling out our planners as a class. Remember to check your planner each night. In the case of an absence, it is the student’s responsibility to find out what they missed by asking their classmate study-buddy or the teacher on their first day back. Daily handouts are placed in a file in the front of the room. You are required to complete missed assignments promptly upon your return. All assignments are to be complete at the start of the class period on the assigned due date. Missed work will contribute to a lower grade. I try to take several things into account when grading students in mathematics class. I work to build a learning community where everyone feels free to voice his or her thoughts so that we can make sense of the mathematics together. I try very hard to assess and grade only those things that we value in the classroom. Grading Summary: Participation 15% Journals 15% Homework 20% Partner Quizzes 20% Tests/Projects 30% Participation Because participating in discussions and activities is so important in helping the students make sense of the mathematics, this is one part of the students' grades. They rate themselves at the end of each week on how well they participated throughout the week. Journal (In-Class work on Investigation Problems and Mathematical Reflections) Ideas become clear when we talk about them and when we write about them. Because I feel it is very important to be able to communicate mathematically in writing, students' journals also figure into their grade. We use the journals for problem solving, communicating what they do and do not understand, and reflecting on each Investigation to summarize the ideas. I try to collect them at least once every two weeks so I remain in constant communication with each student. Homework (selected ACE exercises) In class, before homework is checked or collected, students are given the opportunity to ask questions about the assignment. I do not give answers or tell how to solve the exercise but, with the class's help, work with students to help them understand what the exercise is asking. Students have the right to revise any of their work while this conversation is going on and not be marked down. Grading is strict on this work because students have the opportunity to take care of it themselves and get help. Check-Ups, Partner Quizzes, and Unit Tests With partner quizzes, only the revised paper (the one turned in the second time) is scored for a grade. Scoring Rubric for Check-Ups, Partner Quizzes, and Unit Tests Each assessment has its own point-marking scheme devised by me. Points are determined by the amount of work asked for to solve each problem. Not all problems are awarded the same number of points. Projects A 6-point holistic rubric is used for all projects Scoring Rubric for Projects 5 - Project is complete, mathematics is correct, work is neat and easy to follow. 4 - Project is mostly complete, most of the mathematics is correct, work is neat and easy enough to follow. 3 - Project has some missing pieces, some of the mathematics is correct, work takes some effort by the teacher to follow. 2 - Project is missing some major parts, there are several problems with the mathematics, it takes extra effort for the teacher to follow the work. 1- Project shows little to no significant work. 0 - No project is submitted. Every Student in Mr. Lucy's classes will need: Red ball point pens for correcting work Pencils 2 Spiral bound graph pad notebooks (4 squares per inch) (70 count or so) A binder A basic calculator Reading Class Expectations Reading is thinking. Throughout the year I will urge students to be aware of their thinking as they read. For example, we will practice reading with a purpose. We will discuss the habits of successful readers. I expect all students to have a book with them at all times in my classes. We will read. We will reflect on our reading. Students are required to read a minimum of twenty minutes each weeknight. A home reading log will be due each Friday. Weekly, students will write a journal response to their reading. This will be due on a designated day. My goal is to set aside more time for reading than reading instruction. Grades will be based on independent reading, responses to reading, work ethic and assignments. Work needs to be completed on time. Language Arts My goal will be to get students writing every day. I will strive to give some choice in what you write. We will build on writing steps introduced and practiced in elementary school. They include topic search, brainstorming, planning, free writing, self revision, peer revision and editing. Pieces will be revised and edited in terms six traits of ideas, organization, sentence fluency, word choice, voice and conventions. Grades will be based on work ethic, writing process, completed pieces. My class will be a writing workshop. Writing Workshop Your role in Writing Workshop To come to class each and every day with your daily writing folder, in which you keep all drafts of your pieces-in-progress. To write every day and to finish pieces of writing. To make a daily plan for your writing and to work at it during class and at home. To find topics you care about. To number and date your drafts of each piece. To work hard at self-editing your final drafts and to self-edit in a pen or pencil different in color from the print of your text. To make final copies legible and correct with decent margins. To make decisions about what’s working and what needs more work in pieces of your writing; to listen to and question other writers’ pieces giving thoughtful, helpful response. To not do anything to disturb or distract me or other writers. (adapted from In The Middle by Nancy Atwell) My Role To keep track of what you’re writing, where you are in your writing and what you need as a writer. To prepare and present mini-lessons based on what I see you need . To help you find topics you care about. To provide a trusting class environment in which you feel free to take risks as a writer. To help you learn specific editing and proofreading skills. To be your final editor. To listen to you and respond to your writing by asking thoughtful questions and to make a record of what happens in my conferences with you. To make sure no one does anything to disturb or distract you when you’re writing or conferring.
	Whatcom Middle School 810 Halleck Street, Bellingham, WA 98225 (360) 676-6460, Web Contact: Penny Jewett Copyright Notice: No materials on any of the Bellingham Schools' WWW pages may be copied unless permission is clearly stated on the page.