Mrs. Henlon

Hello My Name Is...

Rose Henlon


A Little About Me:

The most important thing you can know about me is that I love to teach, it is one of my passions. It is my goal to make the time you are in my class profitable and a great experience. This will be my 2nd year at Adamson Middle School; I am so excited and looking forward to working with everyone!  I am especially excited to work in the English Language Arts and Science Department! It is my goal to combine my range of experience with my ability to be a compassionate, enthusiastic, intelligent teacher who will make a positive contribution to Adamson Middle School.

Education: Grand Canyon University: Master of Education in Special Education (Certification Program), Kaplan University: Master of Science in Education with a Minor in Special Education, Monroe College: Bachelor Degree in Business Management, and Associate Degree in Hospitality Management.

Interests and Hobbies:
When I am not preparing for school, I enjoy caring for my family, working in my yard and flower gardens, cleaning my home, exercising, listening to "my tunes" and reading.

Please Join Remind  -

Course Information
 8th Grade Literacy                                                             

Teacher(s): Mrs. Henlon



Room Number: 115

Phone Number: 770-968-2925

School Year: 2016-2017


Textbook: Houghton Mifflin






Department Philosophy:

Clayton County Public Schools believes that literacy is an essential skill for every child to be successful in school, work, and life. Every child can learn to read for enjoyment and for information when they are equipped with the appropriate knowledge, skill set, and required to demonstrate higher levels of thinking through reading, writing, and speaking & listening. The key ingredient to a student’s success is an educator who is prepared with the appropriate resources, knowledge, and a belief that our students can excel beyond measure!


Course Description:

Instruction in grade 8 addresses students’ increasing maturity and the growing sophistication of their abilities, culminating in the development by the end of grade 8 of students who are ready to succeed in high school. Students should be able to comprehend more challenging texts, novels, and articles, basing all of their analyses, inferences, and claims on explicit and relevant evidence from the texts. Students will expand on their ability to identify central ideas by identifying how those themes are shaped and conveyed by particular details.  Instruction will help students transcend traditional anthology with a multi-faceted, digital and print approach designed to resonate with students.  Complex texts within this curriculum drive instruction in close reading, drawing inferences, and conclusions, citing specific textual evidence, and developing argument as well as providing digital tools, in which engage students in reading, re-reading, and analyzing rigorous texts as they learn how authors use rhetorical tools to convey and inspire ideas.  Students will demonstrate careful analysis, well-defended claims, and synthesis of ideas, and develops their comfort and confidence with the process.  Literary selections will include a variety of genres, essays, films, videos, and articles. Text complexity levels are assessed based upon a variety of indicators. (More information on text complexity recommendations can be found at the Georgia Department of Education English Language Arts Program page.)Georgia Department of Education:


Course Outline:


Collection Theme

Collections Dates

Collection Culminating Task


Culture and Belonging

August 8-September 2, 2016

Expository Essay and Personal Narrative


The Thrill of Horror

September 9-October 11,2016

Persuasive Speech and Literary Analysis


The Move Toward Freedom

October 17-November 15, 2016

Visual Presentation and Literary Analysis


Approaching Adulthood

November 28-January 11, 2017

Essay Analyzing Theme and Life of Modern-day Adolescent;

Create Campaign Recognizing Certain Life Event



Anne Franks’ Legacy

January 18-February 16, 2017



Expository Essay


The Value of Work

February 24-March 27, 2017

Short Story and Argumentative Essay

* The teacher reserves the right to alter or change any part of this course syllabus to better suit the need of the students.


Course Evaluation Categories:

Academic achievement, effort, and academic behavior (following directions and procedures for completion) will be factored into grades.  Categories of grades students will receive include classwork (45%), tests (15%), quizzes (15%) and projects (15%), and homework (10%).

                Grading Scale:

 90-100%               A                   70%    D

  80-89%                B                   69% - 0  F

  71-79%                C


Required Materials/Supplies: composition notebook, blue or black pen, pencils and colored pencils


 Discipline Plan

 Classroom rules and procedures will be delivered on a regular basis in class and rehearsed frequently to ensure that each student knows what is expected of them at all times. Students will also follow all rules, policies, and procedures outlined in their Clayton County Student Handbook.

The classroom and school environment should be one that enables all students to learn and feel safe during instruction.  Any behaviors that deviate from that will need to be addressed and handled accordingly.  Expected classroom behaviors are described below:


1. Respect teacher and classmates at ALL times.

2. Follow all school rules and classroom procedures. *no eating, no drinking, no cell phones, no   electronic devices.

3. Listen for and adhere to all directions the first time they are given.

4. Dispose of all trash in the proper receptacle; Clean up after yourself.

5. Do not leave your seats without permission.


1. Come prepared for class every day.

2. Complete all work in a timely manner.

3. Use the time I give you in class wisely.  I will give you plenty of time in class to complete the majority of your work.  If you do not use that time, you will be at a disadvantage.

4. Ask questions if you do not understand something. 


1st offense – Verbal warning

2nd offense – Verbal warning, parent contact, and consequence as appropriate (silent lunch, i

3rd offense – Student/Teacher conference parent contact, consequence as appropriate (silent lunch, isolation, cross teaming, etc.)

4th offense –Parent contact, conference with parent and necessary team members

5th offense – Parent contact, Administrator contact

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