CHAT Procedures

CHAT Discipline Policy

The basis for discipline at CHAT is that we are all working towards instruction in behavior that honors the Lord and respects other people and their possessions. We retain the right to discipline a person for involvement in a situation or possession of an item that has not been previously mentioned. The discipline procedure used will depend on the perceived severity of the offense.

CLASSROOM BEHAVIOR INFRACTIONS DISCIPLINE PROCEDURE
1st offense: Step 1: The student will be reminded of the tutor’s classroom expectations. (The student will be separated from the other students immediately, if deemed necessary.)

Step 2: The tutor will notify the parent of the inappropriate behavior at the end of the day by e-mail.

2nd offense: Step 1: The student will be sent to the on-site administrator for the remainder of the period.

Step 2: The tutor will notify the parent of the inappropriate behavior at the end of the day by e-mail.

Step 3: The parent needs to respond by e-mail or by phone, to the tutor or on-site administrator, that they are aware of the concern and have discussed appropriate behavior with their student and are willing to make restitution or apologies if requested.

3rd offense: Step 1: The student will be sent to the on-site administrator for the remainder of the period.

Step 2: The tutor will notify the parent of the inappropriate behavior at the end of the day by e-mail.

Step 3: A conference will be required with the parents, student, tutor, and CHAT directors, to determine the intentions of the student and whether or not that student will be allowed to continue attending CHAT.

Note: It is possible for a student to receive his 1st and 2nd offenses during the same class period.

MAJOR INFRACTION PROCEDURE
(Bodily Contact, Dress Code, Music & Video, Pets, Physical Surrounding, Student Drivers, Verbal, and Open Campus)

1st offense: The student will be notified immediately and the parent as soon as possible.

2nd offense: The parents will be called to pick up the student. The student will be expected to leave the premises with their parent for the remainder of the day.

3rd offense: The student will be expelled from all classes for the semester WITHOUT REFUND.

WEEK 3 Video Grammar Lessons

Below are links to some grammar videos that might be enjoyable and definitely helpful.  We did not have time for a full discussion of phrases in class, and some students may appreciate the aid of these videos.

Gerund phrases
Participial phrases
Participle phrases
Prepositional phrases
Prepositional phrases

Enjoy and Learn!
Mrs. Prichard

WEEK 3 -- Phrases, part 1

WEEK 3 – Phrases:  Prepositional, Participial, Gerund

PHRASES:  A group of words without a subject and verb, used as a part of speech. 

Prepositional Phrases:  These phrases are either adjectives or adverbs depending upon how they are used.  A prepositional phrase begins with a preposition and ends with a noun or pronoun.

            Examples:

· At the high school, Mr. Thompson taught history.  (adverbial modifying taught)

· The gym at the high school is sold out for the big game.  (adjectival modifying gym)

· In 1892, James Corbett became the heavy weight champion of boxing.  (first phrase is and adverb; second phrase is an adjective)

            Same phrase used two different ways:

· Ann found in her drink a fly.  (adverb phrase modifying found)

· The fly in her drink bothered Ann.  (adj. phrase modifying bee)

· From the shore, Randy caught fifteen catfish.  (adverb modifying caught)

· Greg visited his friend from the shore of Lake Superior.  (adj. modifying friend)

Participial Phrases:  These phrases function as adjectives and contain a present or past participle.  Participles all tend to end in “’ing” (present participle), “-ed,” “-d,” “-en,” “-n,” or “-t” with a few exceptions like “swum” and “hung.”  Participial phrases are made up of a participle along with an object or modifier or both.  These adjective phrases are usually placed as near as possible to the words they modify.  Participles are the third and fourth principle parts of verbs.

            Examples:

· Fortified against an attack, Macbeth’s army almost deserted their leader.

· Singing “Aida” in the shower, Gary annoyed his roommates. 

· Marching in the parade, Patrick showed his Irish pride.

· Dedicated to the health of the poor, Mother Theresa helped others.

· Thrashing the shore with great force, the storm pounded the rocky coast of Maine.

Gerund Phrases:  Like any noun, a gerund phrase can function as a subject, direct object, indirect object, object of the preposition, or predicate nominative.  The gerund phrase is made up of the present participle (“-ing”) and can contain an object and/or a modifier (and sometimes many modifiers).  The gerund is a verbal noun.

            Examples:

            Gerund phrase as a subject:

· Making the varsity team is a challenging endeavor.

· Selling boats demands product knowledge.

Gerund phrase as a direct object:

· My father once considered swimming the English Channel.

· The rookie catchers practiced protecting the plate.

Gerund phrase as an indirect object:

· If students give learning grammar a fair chance, their writing will improve.

· My brother once gave swinging a golf club his undivided attention.

Gerund phrase as an Object of the Preposition:

· Local authorities tried to control mosquitoes by spraying insecticide.

· Carrie got first prize by memorizing the most poetry.

Gerund phrase as a Predicate Nominative:

· Kathy’s hobby was collecting unusual bottles.

· Robyn’s greatest accomplishment is singing in the opera.

· Hank’s strength in hockey was slashing from the left.

Writing 2 Class Notes -- September 12

Greetings!

We started our class today with a Western Quick Write.  Last week my town Northfield celebrated the Defeat of Jesse James, and I thought I would extend the theme to my class.  I did my best to put on a cowboy/western accent.  The students can be the judge regarding how well I did.  I must admit that my cheap, fake cowboy boots only made it about 10 minutes through the class.

We spent the bulk of our time discussing grammar and writing issues that came up in their Rough Drafts.  I find that you can teach a lot of grammar rules, but it isn't until a student does his own writing that the rules start to make sense.  If your students are having any problems or don't understand my comments, please have them contact me.  For first essays, the students have done wonderful jobs.

As the students work on their rough drafts preparing them as Final Copies, they should pay special attention to the marks and comments that I've made.  I'd like them to hand in both the rough drafts and final copies together.

Because we spent so much time on the rough drafts, I didn't cover the other materials from the Grammar Plan. I gave the students a handout for prepositional, participial, and gerund phrases.  We'll discuss those next week.  I will also be sending another e-mail with links to some grammar videos.  One of their assignments for next week is to watch one video and list 3 grammar facts.

The students were assigned pages 24 - 47 of My Antonia which we discussed this morning.  I pointed out to them that this book is an "episodic novel."  In other words, the book doesn't have a typical plot that has rising action, a climax, and a resolution/ denouement. Instead, it's a series of snapshots that Jim Burden remembers about Antonia.

A note about the classroom:  I like a lot of discussion and interaction in my classroom.  Today, however, we had too much interaction, unnecessary comments, and "inappropriate disruptions," so I'd like to remind everyone about the CHAT policies:

CLASSROOM EXPECTATIONS:  Each tutor has the responsibility and authority to set behavioral expectations in order to maintain an educational setting that provides for effective learning without inappropriate disruption. In these individual settings, each student is to comply with each tutor’s requirements with the understanding that there will be variances between classes.

The explanation of consequences are at this link.  Please re-read them.


Assignments for Next Week:
-- Final Copy of Personal Essay.
-- Read WEEK 3 grammar worksheet.
-- Read pages 47 - 69 and be prepared to discuss the questions on the study guide.
-- Watch one of the videos (message with links in another e-mail) and list 3 new grammar details that you learned.

Have a great week!
Mrs. Prichard

Elephant Stew

Elephant Stew

1 elephant (medium size)

Salt and pepper

Brown gravy

2 rabbits

             

Cut the elephant into bite size pieces (this should take about 2 months).  Add the brown gravy and cook over kerosene fire about 4 weeks at 465 degrees.

             

This will serve 3800 people.  If more are expected, 2 rabbits may be added, but do this only if necessary, as most people do not like to find hare in their stew.

Writing 2 Class Notes -- September 5

Greetings!

We had a good second class.  I'm enjoying getting to know the students.  Our Quick Write was food related.  The students could choose one of two options:  1) Write about your favorite meal; 2) Come up with a recipe for "Elephant Stew."  Usually I have the students write for 5 - 7 minutes.  I also include Vocabulary Builders from time to time.  This week we had the words "masticate" (to grind or crush with teeth for swallowing), "gastronomical" (good eating, culinary culture), and "repast" (a meal).  When I introduce words, I also like to look at the roots of words and other related words.  One of my goals for the class is to expand their vocabulary.

We discussed the rough drafts for the Personal Essays.  We discussed out to narrow a general subject to a more specific topic; we also discussed how a thesis statement is a sentence about your topic in which you take a stand or express an opinion.  The students handed in the rough drafts, and I will go over them and hand them back next week.  I gave them advance notice that they should expect to find lots of red marks and comments.

Today's Grammar discussion centered on the 8 parts of speech:  verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions and interjections.  Every word in our English language falls into one of these categories.  Some words perform different "jobs" in sentences.

We took a longer portion of the class to discuss our book, My Antonia by Willa Cather.  The students were to read the Introduction and part of Book 1 (up to page 23).  We discussed the challenges of immigrants.  The introduction serves as a "frame," a literary device that sets the stage for the rest of the book.  A couple of students have read ahead and are enjoying the book.  I am looking forward to good, insightful discussions.


Assignments for Next Week:
-- Read pages 24 - 47 of My Antonia
-- Write a paragraph about a childhood memory.
     -- For extra credit, a paragraph about a second memory may be written.
-- Find out where Bohemia and Black Hawk, Nebraska are.

As always, feel free to contact me if you have any questions.

Have a great week and enjoy the wonderful fall weather!
Mrs. Prichard

Personal Essay

Personal Essay

Definition

            A personal essay is an exploration of a topic about which you have strong feelings or opinions; it can be an area about which you have become an expert or for which you have a unique set of skills or experiences.  The personal essay can be about some aspect of your life or about an individual or group you have known.  Your goal is to develop an essay that informs and/or entertains your readers and that makes them think about their own lives.

Thesis Statements

            The thesis statement of your essay presents the subject and the significance of this subject to you.  Your essay should reveal your attitude or opinion about the event.  It should also express the possible significance of the subject matter to your readers.  Your essay can also tell a message or lesson related to the event.

Organization of the essay

            If the essay is a narrative explaining events, you will want to present it in a chronological order.  If it is a current event, you may need to give background information.  In discussing life skills or activities, you can divide the topic into components.  A common rule of thumb regarding order is to 1) write about the area about which you have the least information first; and 2) save the most important aspects or points of discussion for last.

Tips on Planning

–  Focus your efforts.  A topic that is too broad will be hard to cover in a short essay.  Also, too many details confuse the reader.

–  Present your experience or information in an engaging way so that your readers can appreciate its importance.

–  Present your ideas in an organized way.

Essay Guidelines

–  Due dates:  Rough Draft due September 5; Final Draft due September 19

–  Essay length:  200 – 300 words (about 1 page)

–  Rough drafts can be typed or hand-written, but must be double-spaced.

–  Final draft format:

–  Typed (if this is not possible, please let me know)

–  1 inch margins

–  Name and date on the upper right hand corner

–  Number the pages on the lower right hand corner

–  Title centered above the text of the essay