Miss McCoy's Class Blog

Due Date Extension

2010-05-10T14:41:00.002-04:00

B Day Students-
Today, the Internet was down for all student computers, including the Mac laptops we have been using for creating our research reports in class.
In light of this problem, I have extended the deadline for research reports for B day students until Friday, instead of Wednesday.
I will still accept any work turned in on Wednesday for full credit, of course- however, there will be no penalty for turning your paper in on Friday.

A Day students-
You have received all of the in-class time I had planned for this report, so technically, I shouldn't offer you an extension. However, in the interest of (hopefully) better reports and higher grades, I will also extend your deadline by two days. So, bring in your paper on Tuesday, or bring it in on Thursday- you will incur no penalty either way.
Please email me with any questions.

Thanks!
Miss McCoy

RESEARCH REPORTS DUE!!!

2010-05-07T14:23:00.003-04:00

Well, the time has flown by these last two weeks! And the final due date is upon us! (Remember, your efforts on this paper will determine whether you pass or fail Language Arts this quarter. Please do your best, get it done on time, and turn it in.)

Your Holocaust research reports are DUE (in their entirety):

THIS TUESDAY, MAY 11th (for my A Day students)

THIS WEDNESDAY, MAY 12th (for my B Day students)

What to turn in:

p.1- Title Page

p. 2- Outline

p. 3-5 Report

p. 6 Works Cited/Bibliography

Also attached: All handwritten notes, outlines, thesis statements, sources, etc.

How to turn it in:

1) Hard copy

It should be typed, double-spaced, Times New Roman 12 pt font, with page numbers on every page (except the title page).

*If something happens, and you are unable to print it out, bring it on a flash drive or email it to me at mccoyj@duvalschools.org (Word documents only, please. I don't have a Mac attached to a printer.)

2) www.ClassChatterLive.com dropbox

Drop it in your dropbox. Label it with your name and Holocaust Research (e.g. Johnson Holocaust Research).

Penalties:
Late penalty- For EACH DAY the paper is late (A day or B day), there is a 10% penalty.

You: "Miss McCoy, what if I'm absent on the due date?"

Me: "As I explained in class, whether you are there or not, you are responsible for turning it in on time. If you are absent on the due date, you MUST at least post it to ClassChatterLive, and it would also be smart to email me with your paper as an attachment. If you fail to turn it in at all on that day, you will incur the late penalty. (Please let me know if there is a serious emergency, however- I am quite reasonable.)

Does not meet length requirements- If your paper is not at least three pages long, you will lose 10 points for every page you are short.

For all other requirements, please see my previous posts. All of the necessary information is there- you can even print out new copies of the info.

Please email me if you have any questions or need any guidance. I will be checking my email over the weekend.

See ya Monday!

Miss McCoy

Holocaust Research Paper Guidelines (All Handouts)

2010-05-02T21:43:00.000-04:00

Holocaust Research Paper Guidelines

Research Techniques Reference Guide

2010-05-02T21:05:00.001-04:00

Research Techniques

Thesis Statement: How to Write a Thesis Statement

2010-04-29T07:35:00.000-04:00

Avoid Plagiarism in Research Papers with Paraphrases & Quotations

2010-04-29T07:32:00.000-04:00

Create a Works Cited page for a Database - Part III

2010-04-29T07:16:00.001-04:00

How to Create a Works Cited entry - Webpage - MLA 6 - Part II

2010-04-29T07:16:00.000-04:00

How to create a Works Cited page in MLA 6 - Part I

2010-04-29T07:15:00.000-04:00

Your FCAT Tips (For Al)!

2010-03-08T17:25:00.003-05:00

Hey guys-

Here is the list of ALL the wonderful FCAT tips that you suggested. Al really learned a lot from your presentations! Hopefully, you all learned something too. ;)

Before the Test

Get a good night's sleep. ("Go to bed by 10:00!" says Miss McCoy.)
Eat a healthy breakfast. (Protein is good brain food!)*
Do some brain exercises, like Sudoku.
Wear comfortable clothes.
Don't wear jewelry that can make noise (like bangles).
Don't come to school if you are sick. We want you healthy when you take the test.
Be on time to school!
Use the restroom before the test.
Turn OFF cellphones! (Even better, leave them at home or in your locker!)

Getting Your Mind Ready

Relax.
Be confident.
Remember- it's just a test, not the end of the world.
Slow down and concentrate.
Chew gum or a mint to help you stay focused.
Just do your best.
Take your time.
Don't stress.
Get focused.
Stay calm- don't panic.
Think positive.
If you would like to, pray that you will do your best.
Don't get frustrated.
Keep your head up.
Think of something to motivate you.

During the Test

Read the questions carefully BEFORE you read the passage so you will know what you are
looking for.
Think about what kind of question it is- what is it asking?
Underline key words or phrases in the questions and the passages.
Make notes in the margins if it helps you.
Don't just skim the passages- read them carefully.
Use process of elimination to get rid of unreasonable answers.
If a question is difficult, circle it and move on. Come back to it after you have answers the easier questions.
If you are unsure, make an educated guess.
Mark EVERY answer. Don't leave any blank!
Use your time wisely- keep track of the time! (But remember- it's not a race.)

Types of Questions on the Reading Test

Look for context clues for meanings of words you don't know.
On reference & research questions, refer to the passage(s) & any maps and charts.
In identifying the author's purpose, look for key words like inform, explain, convince, persuade, and entertain.
To identify cause & effect, think of it like a situation- "what happens if I do this?"
Comparing is finding the similarities between things, and contrasting is finding the differences.

Short & Extended Response Questions

Spend no more than 5 minutes on a short response question, which should be answered in 4-6
sentences.
Spend no more than 10 minutes in an extended response question, which should be answered in 8-10 sentences.
Use multiple details from the passage in your answers.
Answer the questions thoroughly.
Check your grammar and spelling in your answers.

Before Your Time is Up

Go back and double check your answers. (Make sure every answer is marked!)
Bubble your answers completely.
Don't leave any stray marks on your answer sheet.

Wow! You guys came up with an amazing list of tips and advice! Let's face it- you are practically experts in taking the FCAT. I have complete confidence that each and every one of you will do your best, and your efforts will pay off! Now follow your own advice, and you will do fine!

I'm proud of you guys!

Miss McCoy :)

* McDonald's is giving out free breakfast (Egg McMuffin, apple dippers, & milk or OJ) to all students in grades 3-11 on March 9th, starting at 6am. (Students under 15 must have a parent or guardian with them.) Get that brain food!

2010-03-04T16:06:00.002-05:00

Homework Reminder-
If you did not finish the Reference & Research packet in class (with the articles "Crossing Australia" & "Looking for Ironclads"), you must finish it at home! Bring it back to class on March 5th (A Day) or March 8th (B Day).
And don't forget to post your Weekly Summary on ClassChatterLive!
;)
Miss McCoy

Homework for 1A

2010-02-25T15:18:00.002-05:00

1A only-

Homework (for those who didn't finish the work in class today) based on "The Old Grandfather and His Little Grandson" and "The Wise Old Woman" (Literature book- pp. 462-472)

Answer the following four questions either on the back of the "Reading Analysis" chart we worked on in class OR on a separate sheet of paper (which should then be stapled to the chart):

Why does the son decide to disobey the decree even though he might be punished?
How does the author portray the characters of the young lord and the young farmer?
Compare and contrast the authors' techniques in telling the stories.
What universal theme do the stories share?

Due Monday, March 1st (1A only)

The Night Before FCAT

2010-02-08T12:54:00.004-05:00

'Twas the night before FCAT
And all through the house,
Not a student was stirring
Not even Evan Rouse!

Each 8th grader knew
The importance of sleep
In helping them focus
To write thoughts so deep.

And as they slept on,
Everything they had learned
About writing an essay
Began to churn.

Their persuasive formats
And expository too
Were tucked in their brains-
They knew what to do!

Engaging beginnings
Were a piece of cake!
And a 3-point thesis
Was easy to make.

The body paragraphs
Were built like a fort-
First the topic sentence,
Then SUPPORT & SUPPORT!

A closing paragraph
Is quite an easy feat;
Just restate your points,
and make it complete.

And as the essay ended,
so did the strange dreams.
The alarm clock was ringing,
Through the window, sunbeams.

But before leaving home,
A good, balanced meal
Provided the energy
To finish the deal.

And so, my dear students,
As you get ready to write,
remember what you've learned,
And you'll soar to great heights!

-Miss McCoy

Persuasive Essay Framework

2010-02-04T15:20:00.002-05:00

Here is the Persuasive Essay Framework. It's nearly identical to the Expository Essay Framework, except for the incorporation of VOICE, PASSION, and OPINION!
February 9th is right around the corner!
Persuasive Essay Framework

Expository Essay Framework

2010-02-02T13:50:00.003-05:00

Students-
Here is an online copy of the Expository Essay Framework we have been working on in class. Learn it! Apply it! This guide will navigate you all the way to a 4,5, or 6!
Remember- we've only got one more week until FCAT Writes! (Tuesday, Feb. 9th)

Expository Essay Framework

Homework Announcements/FCAT Writes!

2010-01-25T14:51:00.004-05:00

A Day students-
Your revised (and rewritten) "Career" essay is due this Wednesday, January 27th.
We already workshopped the essays in class- you are responsible for re-writing them at home.
A typed version is accepted, but not required.

B Day students-
Your revised (and rewritten) "Career" essay is due next Monday, February 1st.
We already workshopped the essays in class- you are responsible for re-writing them at home.
A typed version is accepted, but not required.

All Students-
Yes, you are still required to complete weekly summaries on your independent reading. These are due every Sunday by midnight, and they may be turned in on ClassChatterLive OR on handwritten on paper.

"FCAT Writes!" is almost here! Are you ready?
We will be taking the "FCAT Writes!" test on Tuesday, February 9th.
(Make-up dates are February 10th & 11th.)
This test is a BIG DEAL.
Please be sure to get proper rest the night before, and eat a good breakfast that morning.
I have complete confidence that every student in the 8th grade has the skills and knowledge to make a 4, 5, or 6 on this test. Just stay focused, organized, and make sure you SUPPORT, SUPPORT, SUPPORT! ;)

Extra Credit Opportunity

2010-01-13T10:31:00.003-05:00

Students-

Here are the step-by-step instructions (AND ACTIVATION KEY) for EssaySmart. As I have shared with most of my classes, I am encouraging you to log in and practice your writing on EssaySmart for extra credit. The program will score your essay and give you immediate feedback. EssaySmart is an INCREDIBLE tool to help you practice and improve your writing at home. Please take advantage of this program.

TO EARN EXTRA CREDIT, YOU MUST PRINT YOUR ESSAY AND FEEDBACK. If you don't print (or at least bring in a thumb drive with the file saved), I won't have any proof that you did it. I will be generous with the extra credit- it will be worth your while.
Remember, the end of the 9 weeks is January 20th, so anything that will count for this 9 weeks must be turned in by that date. However, you may continue using EssaySmart (and earning extra credit) up until February 9th, which is the date of FCAT Writes.

You can find it below, but the activation key is 3767769-60.

If you don't want to create your own account, you may use mine.
Username: missmccoy
Password: missmccoy

EssaySmart Registration Instructions

Progress Reports

2009-12-03T14:21:00.002-05:00

Progress reports went home today. Just so you are aware, the office printed the progress reports on Monday. That means that any work you have turned in this week will NOT show up on your progress report. So, even if you turned in all your make-up work this week, you might still have a low grade because it was too late for progress reports. I am constantly updating the online gradebook with late work grades, so have your parent go to Parent Portal to see your updated grades. Also, you must understand that it can take three days or so for late papers to be graded and input. A gentle reminder: please do not put me under a deadline just because you missed yours.

Tonight's homework: Using the prompt you drew from the box, fill out the persuasion map. Try to create the strongest argument possible! (due Dec. 4- A Day, Dec. 7- B Day)
**Don't forget to write your weekly summary! #10 is due by midnight on Sunday!

In Class: District Writing Prompt #3 (Dec. 4- A Day, Dec. 7- B Day)

Next week: Benchmark Testing in Science & Math on Wednesday & Thursday

Important: Accessing the Online Textbook

2009-11-30T13:50:00.001-05:00

Here are the instructions for accessing the online Literature textbook. Remember, tonight's homework is to read "Letter from New Orleans: Leaving Desire" on pages 405-412, then to answer all the questions on pp. 413-414. (Write the questions, and answer in complete sentences!)

DuvalMcDLitSTUDENTreg

Parent Portal, Spelling Bees, & Thanksgiving!

2009-11-19T15:32:00.004-05:00

Parents,

I hope you were able to come to JLCP's High School Information Night to get info about some of our local high schools. But if you missed it, you also missed out on the first opportunity to utilize a great new tool for keeping up with your student's progress. The OnCourse Parent Portal is now up and running, and UserIDs and Passwords are available at the school. The Parent Portal allows you to log in at home and actually see your child's grades in all their classes. This can help you stay in the loop about which assignments are being turned in (and which ones are not) as well as how your student is performing in class. If you don't have your UserID and Password already, you must come to the school with a picture ID to receive it. Please do remember, however, that it can take a week or so for grades to be fully updated. I know that I'm behind myself right now, but I'm hoping to have everything input before Thanksgiving!

In other classroom news, the classroom spelling bees are underway. I hope to have all the top spellers competing in the 8th grade run-off on Monday. The top 5 spellers from that group will go on to compete in the schoolwide spelling bee in January.

We have finished our unit on mood, plot, and conflict, and we are working on polishing our writing skills using SEEPS (Statement, Example, Elaboration, Personal Tidbit, Sensory Details).

Next week (Monday & Tuesday) will be Amnesty Days. On Amnesty Days, I show students exactly what work they are missing in my class and give them the opportunity to make those assignments up. MANY students have low averages right now because they are simply failing to turn in their work. I am hoping these Amnesty Days will help those students catch up. For the students who have turned in everything, there will be time for reading, board games, and maybe even a few extra credit opportunities.

After all that, I think we'll all be ready for Thanksgiving! I hope everyone enjoys their 5-day weekend! After today's writing workshop (in which we used sensory details to describe Thanksgiving food), I can already taste the creamy, buttery goodness of my Aunt Donna's mashed potatoes and the moist, juicy slices of turkey covered in giblet gravy. Yum!

Happy Thanksgiving, everyone!
Remember to check the Homework Calendar, and don't forget to post those Weekly Summaries on ClassChatter Live!

Miss McCoy

Important Announcements & Dates

2009-11-09T15:58:00.006-05:00

Just a few announcements:

I can finally be contacted through DCPS email. My address is: mccoyj@duvalschools.org (see contact info at right).
NO SCHOOL Wednesday- Happy Veterans' Day!
Make sure you are turning in all your in-class assignments, homework, and weekly summaries!
Chapter Summaries are now due on SUNDAYS by midnight on ClassChatterLive. If you are having issues online, please write or type your summary and bring it to me Monday morning.
Our In-Class Spelling Bee is coming up next week on Tuesday & Wednesday. "Bee" prepared! The top five spellers from the 8th grade will compete in the schoolwide spelling bee soon!
Progress Monitoring Assessment #3 will be given next week on November 19 & 20.
We will be utilizing a fantastic new tool to help us prepare for FCAT Writes! It is an online program called WriteScore, which allows the students to submit essays online for hand-scoring. The company then emails the teachers with detailed results. This resource will give students a realistic idea of their potential score on FCAT Writes. We will be writing and submitting our first expository essays to WriteScore next week on November 20 & 23 (changed due to shipping issue).
Check the Homework Calendar to see what assignments are due as well as what we're doing in class!

Miss McCoy

November is Here!

2009-11-01T20:16:00.004-05:00

Hello, students and parents!

I hope you all had a safe and happy Halloween! I can't believe it's already November- it sure doesn't feel like it outside. (But it does feel nice!)

Well, I've been in the classroom with you guys for two weeks now. With Ms. Flynn's help, I've become oriented to the school, the 8th grade curriculum, and I've learned all of my students' names! We have hit the ground running!

The students were given the opportunity to interview me in class in an effort to not only allow them to get to know me better, but also to practice their questioning, listening, note-taking, summarizing, and writing skills. We have also taken the second Progress Monitoring Assessment, created PowerPoint/Keynote presentations on "Flowers for Algernon," responded to the second District Writing Prompt, and read a "killer" short story by Roald Dahl.

This week, we will be reading "Rules of the Game" by Amy Tan in our literature books (the text is available online at ClassZone). We will be discussing first and third person point of view as well as taking interactive notes throughout the story. In our Writer's Workshop, we will begin the process of revising, editing, and publishing our District Writing Prompt responses.

Just so you know, I will be continuing the usage of ClassChatterLive for students to post their weekly independent reading summaries, utilize the drop box, and respond to the occasional topic blog. I am understanding and flexible with students who do not have computers and/or Internet Access at home, but I do feel it is very important to get students accustomed to using technology regularly in their schoolwork. After all, Julia Landon is a "college preparatory" school, and colleges seem to be regularly using Blackboard and similar online assignment programs.

Parents, please encourage your child to read nightly! Students, remember to keep track of your independent reading in your reading logs!

I am preparing for us to have a challenging, fun, and successful year! I am very happy to be a part of such a great school! 8th grade rocks!

Miss McCoy

"By failing to prepare, you are preparing to fail." -Benjamin Franklin
"Be prepared!" - The Boy Scouts of America

Coming Soon...

2009-10-20T14:40:00.002-04:00

a new blog post from your new 8th grade Language Arts teacher, Miss McCoy. Are you ready?

Register for your Online Textbook

2009-10-19T20:57:00.002-04:00

I have uploaded the student directions PDF so your child can have access to the McDougal Littell Literature textbook online.

The PDF may be found on your child's Class Chatter Live account under the Resource page. It is labeled, "How To Register For Your OnLine Textbook."

Please assist your child in registering for their online version of the textbook.

Make sure to scroll down after your registration is complete to add additional Activation Codes for other grade level books and Essay Smart.

We will be utilizing Essay Smart next week so it is imperative that your child have access to this great resource.

THERE ARE STILL SOME STUDENTS WHO HAVE NOT RETURNED THE BROWN PRENTICE HALL TEXTBOOKS. THOSE STUDENTS WILL HAVE A VERY DIFFICULT TIME BEING SUCCESSFUL IN THE CLASSROOM IF THEY DO NOT HAVE THEIR NEW MCDOUGAL LITTELL LITERATURE BOOK. WE HAVE BEEN UTILIZING THE NEW TEXTBOOK FOR TWO WEEKS AS OF THIS DATE.

-Kathleen Flynn, 10.10.2009

October Happenings

2009-10-19T20:43:00.004-04:00

For what seemed to be a very slow start, our year is progressing very quickly. Just a brief update on how things are moving along.

I have been assessing all students to find out strengths and areas for improvement in reading and writing. To give you an overall idea of where the students are, I can state the following:

READING:

Strengths – There seems to be a genuine interest on improving their reading.

Areas to work on – Continued reading on a nightly basis.

Research clearly shows that the reading of meaningful connected text results in improved reading achievement (Anderson, Wilson, & Fielding, 1988; Anderson, Hiebert, Scott, & Wilkerson, 1985; Elley & Mangubhai, 1983; Ingham, 1981; Taylor, Frye, & Maruyama, 1990). In one of the most extensive studies of independent reading yet conducted, Anderson, Wilson, and Fielding (1988) investigated a broad array of activities and their relationship to reading achievement and growth in reading. They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students.

FACT: Independent reading builds fluency.

FACT: Independent reading leads to increased vocabulary development.

FACT: Independent reading builds background knowledge, or schema.

Another extremely well established research finding is that students' reading ability is dramatically influenced by the amount of interrelated information (schema) they have about the topic about which they are reading (Anderson & Pearson, 1984; Ausubel & Robinson, 1969; Bartlett, 1932). By reading widely, students are exposed to diverse topics and information, which they can then use in future reading.

Improving in the areas of thinking about our reading.

Think writing as demonstrated in “4 Squares.”

Readers learn more if they become actively involved with written material. Think writing requires the reader to react to what the author is saying on an ongoing basis. Think writing requires the reader to note reactions to the text. Think writing requires the reader to note when meaning breaks down. Think writing requires the reader to note when personal connections are made. The 4 Squares personalize the learning situation and encourages readers to develop a point of reference with the writer by trying to interpret the words and meaning they read.

WRITING:

Strengths – There seems to be a genuine interest in improving their writing.

Areas to work on – Developing Thesis Statements.

Students need to understand the following about Thesis Statements:

A thesis statement:

· tells the reader how they will interpret the significance of the subject matter under discussion.

is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
makes a claim that others might dispute.
is usually a single sentence somewhere in your first paragraph that presents your argument or main idea to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

Please glance at the October homework calendar for updated information on assignments, readings, classroom activities, early releases, and no school days.

-Kathleen Flynn, 10.10.2009

Student Blogs

2009-10-19T20:39:00.002-04:00

Technically, we have completed the first official week of school. I have introduced a new Web 2.o feature for our classroom environment, Class Chatter Live.

I chose to incorporate Class Chatter Live to encourage collaboration and to provide an engaging and meaningful learning experience for all students.

The very nature of student work will look and feel different this year. Students will be participating in online classroom assignments and homework. Students will have the opportunity to display their work. Students will have the opportunity to view other students’ work. But the best feature is the prompt feedback from others and myself. This larger participative audience will create a more collaborative, educational conversation where students’ experiences become more authentic.

Class Chatter Live simulates real life experience where the students’ ideas are no longer subject to “just” the teacher’s feedback. They are interacting with their peers, while getting immediate authentic feedback. They will be involved in more discovery, exploration and clarification in their learning than ever before. We will gradually go forward toward this student-to-student collaboration, but at this point, they are trying to get used to this way of learning and submitting assignments.

Class Chatter Live is an exciting technology that I hope inspires students to reach new levels of creativity and ability, faster than ever before.

If you are having technical difficulties, your adolescent has been informed of their assignment well before the due date. I have encouraged them to do the assignment as soon as possible so that there are no worries. Students who do not have access to the Internet are expected to make prior arrangements with me to get the printed assignment and they must make arrangements with me to turn in a written assignment.

I hope the students come to enjoy this experience as much as I will!

-Kathleen Flynn, 09.01.2009

Reflections from Week One

2009-10-19T20:26:00.003-04:00

We have made it through the first official week of class. It always amazes me how resilient adolescents are. They are beginning to understand the importance of our rituals and routines within the Language Arts learning environment. I'll try to give you a brief update, if your adolescent hasn't already.

Throughout the first week, I have demonstrated the belief that every student, regardless of background, can excel academically. They will be held accountable for their achievement. There is a sense of urgency and responsibility for their learning as our goal is to be successful as a 21st century learner. Students will be held accountable for their own results on Florida's high stakes tests. Our classroom will be results oriented; big and small.

Students will be provided clear feedback to guide their learning. Rigor, inspiration, and motivation will be the culture in our classroom.

Students will exhibit appropriate behaviors, confidence, and a sense of possibility. They will demonstrate the ability to listen for understanding from diverse perspectives, backgrounds, and experiences. They will have opportunities to generate ideas, articulate points of view, and respect the viewpoints of others (ask your adolescent about Wait Time.) We will successfully build relationships.

I have established the expectation that technology will be a large part of their learning experience and that they must have access to the Internet and technology. I have created student blogs which are monitored and controlled by me. The purpose of the blog is to provide students with a unique learning experience that meets students' diverse and unique learning needs. Our students are different learners than a couple of years ago. I understand that need. IT IS IMPORTANT TO NOTIFY ME IF YOU DO NOT HAVE INTERNET ACCESS so that I can make arrangements to provide your adolescent with paper copies of the assignments. I also highly recommend investing in a Public Library card. It is easy and free to apply for a library card. The San Marco Library is a block away. Located at 1513 Lasalle Street, Jacksonville, FL 32207. Their phone number is 904-858-2907. They have a wonderful, safe facility where your adolescent can do homework, access the Internet, print black and white materials (free!), utilize the library's live homework help, do e-research, and of course, ask a real librarian anything! Regarding homework that is due on their student blog . . . I do not accept what used to be "The dog ate my homework," to today's "My Internet wasn't working," and "My Microsoft Word had a glitch in it." It is your adolescent's responsibility to do their work before the due date so that if issues arise, they are able to get the printed assignment. They will then be expected to turn in the hand-written paper assignment on time!

It is the expectation that your adolescent bring their supplies to the classroom. The black binder with the blue, red, green, and purple folders and the composition notebook are their portfolios. The portfolios will provide instructional activities to help meet their academic goals and ensure that students are meeting state standards.

The concept of community supplies is to inspire leadership and a commitment to ongoing learning. Students who donate to the community of supplies are truly helping those in need. It has always been my desire to provide all students with the materials they need to be successful, which is why I continue to personally donate much of my salary back to our community. This year I have found the need to seek extra help. In the event that a student forgets their materials, we have the community supplies. Every student will use our supplies at one point or another. OUR COMMUNITY SUPPLIES DEMONSTRATE TO OUR STUDENTS THAT THEIR LEARNING IS IMPORTANT. Their learning and their learning environment will run in an efficient and effective manner and, as adults, it should be our desire to contribute in the service of all students.

Finally, your one-stop-shopping for parents and their adolescents alike: FLYNNIESCLASSROOM BLOG! Parents, my communication has always been transparent. As a parent of four children ranging in ages from 20 years to 9 years, I understand the need to have that communication with your child's teacher. I want you to feel empowered to have those conversations with your adolescent; What did you do today? What did you learn? What did you like or not like about what you learned today? HAVE YOU DONE YOUR HOMEWORK AND WHEN IS IT DUE? Please utilize my blog (especially the homework calendar) to keep in the know. Please keep the student blogs the students' blog! If you have a concern, please feel free to leave a message on my school phone or email me directly.

-Kathleen Flynn, 08.29.2009

Welcome!

2009-10-19T18:47:00.003-04:00

Welcome to 8th grade Language Arts!

Your 8th grader will be expected to do a significant amount of reading outside the classroom. In fact, nightly reading. They will read a variety of texts from a range of genres, including stories, novels, essays, poems, and plays, and they will be asked to keep a log and journal of their readings. The log will help them keep track of the 25 book reading standard. The journal will be used to record their reactions to and questions about the texts they read. A typical text might be To Kill a Mockingbird by Harper Lee or The House on Mango Street by Sandra Cisneros - coming of age stories in which the characters face issues and make decisions that help determine who they are and what they believe in.

As they read and discuss these texts, they will develop skills in four specific areas:

Increased Word Knowledge. Your teen will have formal vocabulary building through weekly word lists and an examination of word roots, suffixes, and prefixes. Eighth graders learn how to use context to determine the correct meaning of a word without using a dictionary.

Understanding of Increasingly Complex Texts. Your eighth grader will be reading more complex materials this year - texts that use more sophisticated vocabulary and sentence structure, deal with more sophisticated ideas and abstractions, and require readers to draw more of their own conclusions based upon "clues" in the text. Students will learn how to summarize these texts, identify and express the main idea of a passage, and identify the sequence of events in a story or article. They will also spend a significant amount of time developing critical thinking skills, and reasoning skills by learning how to use specific details from the text to support an argument or idea.

Recognition of Elements of Literature and Literary Devices. The literature eighth graders will read will be more sophisticated, so it will require a better understanding of literature to grasp meaning. Eighth graders will build upon their knowledge of the elements of literature - plot, setting, characterization, point of view, tone, symbolism, style, and theme - and learn to recognize them in increasingly complex literature. They will also learn to recognize more sophisticated literary devices, such as allusion, complex rhyme schemes, and satire while reinforcing knowledge of devices such as alliteration and figurative language.

Literary Analysis. By carefully reading and recognizing elements of literature and writing strategies, students should be able to conduct basic literary analysis to determine theme. They will be encouraged to make connections to their own lives and to historical and current situations. They will learn how to identify cause and effect relationships in a text, to predict possible outcomes of a reading situation, to compare and contrast similar aspects within a text or between two or more texts.

This year there will be a continued emphasis on writing as a process. Our writing instruction will focus on the five steps that create a final written product: pre-writing or "brainstorming" strategies, such as listing, freewriting, mapping, diagramming, and outlining; drafting, reviewing; revising; and editing.

Your teen will be expected to participate in peer reviews. Thus, they will be developing two very important skills: the ability to judge the effectiveness of a piece of writing and to accept constructive criticism from their peers. They will then be expected to use their own evaluation and the evaluation of their peers to make appropriate revisions to their work. Don't be surprised if they engage you in this review process as well!

Writing will be focused on specific writing strategies. In the eighth grade, there will be a strong emphasis on understanding audience and purpose and on organizing ideas effectively. Your teen will practice several different ways of organizing ideas, such as order of importance, comparison and contrast, and cause and effect. They will also learn strategies for writing more meaningful introductions and conclusions, and because your teen's argumentation and abstract thinking skills are developing, they will see an increased emphasis on stating a clear thesis and providing detailed support for that thesis.

Eighth graders will write several types of essays and stories, with most papers running five to seven paragraphs in length. They will be expected to be proficient in the narrative essay, expository essay, argumentative or persuasive essay, and finally, they will formulate a research paper.

In all of these essays, the emphasis will be on the idea your eighth grader is "arguing," and on providing strong support for that argument. Students will also be learning how to logically organize and develop their own ideas and how to write in a way that demonstrates an understanding of their audience, such as selecting an appropriate style and tone. A good deal of attention will be paid to helping your teen develop a strong writing voice so that their personality comes across in their writing.

On the sentence level, your writer will be expected to pay greater attention to word choice, and to use several stylistic and poetic devices in their work. They will be expected to have a greater variety in sentence structure and be able to edit their work carefully to eliminate errors.

Rubrics will play an important and critical role in your teen's writing experience.

To handle this challenging schedule and curriculum, your eighth grader will need to have a good handle on their study skills. Your teen should be able to:

* manage time effectively
* listen effectively and take notes
* manage projects
* solve problems

These skills are not an official part of the curriculum - that is, they probably won't be specifically taught in any class - but they will be reinforced across the curriculum.

As you can see, eighth grade is a unique, transitional year for your adolescent, whose curriculum will challenge them to use their developing reasoning skills. It is important for your teen to manage time well and develop and maintain strong study skills. Don't be surprised if they experience some growing pains this year as they face new, more difficult subject matter and approaches; they may need a little more time to develop their abstract thinking skills and may need extra support as they learn how to approach problems systematically.

You can help your teen through these difficult times and stay involved throughout the school year.

- adapted from What Your 8th Grader Is Learning in School

-Kathleen Flynn, 08.29.2009