30-Minute Reading and Journal Entries

Required Readings: For each nine week period, students are required to read four (4) books.

I book = 150 pages

Each book must measure at least 850 Lexlile Levels

 (to confirm the book’s Lexile Level, go to www.lexile.com)

25 pts for each book read

 Required Homework:  Homework is an opportunity for students to extend their learning beyond the classroom.  It is also a time for students to go deeper in their thinking – a time to apply strategies and skills that were practiced in the classroom.  In addition, homework provides students the opportunity to become more independent in their thinking, as it lends itself to a quieter time for intrapersonal reflection. Homework will be assigned as needed.  However, there are daily Reading and Journal Entries.

 30-minute Reading and Journal Entries – A Must!
§ Journal assignment value: 30 or 40 Points Weekly (10pts for each daily entry)

Monday’s Focus – Uncovering the Meaning of Unfamiliar Vocabulary Words

* Provide a summary of the text read

*Discuss how the unfamiliar vocabulary word (s) was used in the text

*Share the strategies you used to uncover its meaning.  Use the dictionary to confirm meaning.

Tuesday’s Focus - Making Connections

* Provide a summary of the text read

*Discuss connections whether text to self, to another text, or to a real-world situation.

Wednesday’s Focus – Identify Relevant Details

* Provide a summary of the text read

*Identify the relevant ideas and their impact on how you understood the text.

Thursday’s Focus - Tone

* Provide a summary of the text read

*Discuss how the author’s use of word choice and phrases gave insight into how she/he felt.

NOTE: Your journal summary entry response must be at least five (5) sentences. The remaining points of discussions are at least three (3) sentences each.  Ensure your journal entry reflects that day’s focus.

The 30-Minute Reading and Journal Entries begin September 4, 2012.

September 4th/5th HW

Read Gil's Furniture Bought and Sold, pp. 450-452

1. Complete the in-margin questions A-C  & questions 1-8 on pp 452

*Incorporate the question into your answer and provide textual evidence to support your answer
*Textual evidence can be what the author/narrator literally said or implied - thru the use of figurative language and or sensory details
*This short response is 3-5 sentences in length.
This assignmnet is worth 22 points.

Due: A Day - 9/6    B/Day - 9/7

Week 1 & 2 in Review and a Forecast of Week 3

Students,

 Here is a brief recap of our learning and activities completed during the first two weeks of school and a preview of what’s to come.

Week 1

We analyzed the poem “Our Deepest Fear” and discussed the author’s use of word choice and phrases to gain a deeper understanding of what the author is conveying. 

*Strategies learned: The Constructive and Deconstructive strategies

*Primary Word Learned: Metacognition

 Week 2

We took the Unit 1 Pre-Assessment and the District’s Timed Writing Assessment #1. 

Whew!  I think we are off to a great start. Oh, thank you for completing the Multiple Intelligence assessment.  I am reviewing the results and am learning so much more about you as a learner.

Week 3

We will review Unit 1 Pre-Assessment data: analyzing our strengths and areas of growth along with making learning goals to achieve on the Unit 1 Post-Assessment. While reviewing Unit 1 Pre-Assessment, we will examine each question and discuss evidences used to support the “best answer.”

*As we examine the Unit 1 Pre-Assessment text, we will

RL.8.1 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text;

RL.8.2 determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text; and

RL.8.4 determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze.

NOTE: Your reading and journal entries begin Tuesday.

Multiple Intelligence HW

Multiple Intelligence Test: What Type of Learner are You?

HOMEWORK -
View the links on my blog
Click the "Multiple Intelligence" link
Read the Introduction
Click "Assessment"
1.Take the test
2..Print your results
3. Record your top 2 results in your planner - write the learning style and score
4. Google information (2 sources) about your #1 prefered learning style - bring it to class
Worth 20 points

In-coming 8th Graders, See You August 20th.

In-coming 8th Graders,

I am so excited to meet you, and I know you are as well. Let's gear up for a fun year of learning and exploring.

Please ensure that you begin acquiring the supplies needed for learning. See the list below.  And oh, I hope you are enjoying your Summer Reading and the assignments required of you.

See you August 20th.

Supply List
-one inch (can be larger), three-ring binder with a view front clear panel on the front
-five subject divider tabs
-notebook paper
-pencils and pens
-flat pencil pouch
-hand held pencil sharpener with a pencil shavings cover/holder to maintain the cleanliness of the classroom
- highlighters (minimum 2 colors)
- box of crayons
- post-its
-flash drive
-ear buds for technology use (optional)
- pocket dictionary & pocket thesaurus (optional)

*Donations:
-individually wrapped candy for rewards
-tissues
-sanitizing wipes
-any gently used books your child is no longer using that can be used in our classroom library

What's Due Monday and Tuesday: May 14/15

1. Students, your Florida Focus Achieve second assessments are due Monday/Tuesday (AB/Day)
2. Fictional Story is due for final Peer & Teacher Review - Monday/Tuesday (AB/Day)

For the Fictional Story, ensure you bring your
Completed Typed story (25 points)  4-8 pages w/ 
Title page
highlighted figurative language an descriptive language
examples of irony highlighted
text features
 footnotes
illustrations
Overview Sheet (25 points)

Please refer to previous blog entries for details. 

Now, below I have inserted a template of your Overview Sheet.  You may copy, paste, and use or create your own.

If you have ANY QUESTIONS, email me and I will reply by early Sunday morning. knightonm1@duvalschools.org

-------------------------------------------------------------------------------------------------

Student Name: ______________ Class Period _______ Name of Story ___________ 

Overview Sheet Will Address the Following:

Brief description (2-3 sentences) for each

1.     Exposition

2.     Rising Action

3.     Major Conflict

4.     Climax

5.     Falling Action

6.     Resolution

Brief description (2-3 sentences) of the Characters –complete all that apply

7.     Character 1:

8.     Character 2:

9.     Character 3:

10.  Character 4

11.  Theme Statement

12.  Author Online (3-5 sentences)

13.  Story Background section (ref. Textbook for examples)

14.  Reflection Paragraph  

15.  Author’s Purpose Statement (1 sentence explaining your purpose for writing this fictional piece.)