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1. Keep your sense of humor:)
The Great Typo Hunt: http://www.cbsnews.com/video/watch/?id=6944729n
Virtual BulletinBoard: September through December
 HomeworkCache:
September though December Classwork and Homework Cache
 December:" 'Maybe it's the same with people,' Hugo continued. 'If you loose your purpose ...it's like you're broken.' " (Selznick. 374.)
Selznick, Brian. The Invention of Hugo Cabret. New York: Scholastic Press, 2007. Print.
Friday, December 21st:
Class: PBS Documentary World War I December Truce
Homework: Happy Holidays:)
Homework: Any student who has fallen behind in classwork, homework and/or formative assessments can earn partial credit by completing missing, incomplete, or poorly completed classwork, homework, and/or formative assessments.
Quick Overview: A Christmas Carol - Reading due dates:
A Christmas Carol, by Charles Dickens Homework: Stave One: "Marley's Ghost" due Monday, December 3 (Lit2Go 42 minutes)Homework: Stave Two: "Christmas Past" due Thursday, December 6 (Lit2Go 37 minutes)Homework: Stave Three: "Christmas Present" due Monday, December 10 (Lit2Go 49 minutes) Homework: Stave Four: "Christmas Yet To Come" due Thursday, December 13 (Lit2Go 33 minutes)Homework: Stave Five: "The End of It" due Tuesday, December 18 Lit2Go 13 minutes)
We will compare the novel, A Christmas Carol, 1984 with the film atarring George C. Scott after we finish reading Stave Two.Journal entry: Why is this 1984 version relevant in the 21st century?
Thursday, December 20th:
Class: Periods ABDE - Pages 7, 8, 9 of the formative assessment
Homework: Read "Acts of Kindness" article and come to class tomorrow with any questions you might have while reading the article
Note To Students:
If you have missed class for any reason, know that you can watch the 1984 version of A Christmas Carol with George C. Scott using YouTube.
Note To Students: If you have gotten behind for any reason, you can make it up. However, you are running out of time. Today after school is your last chance to create a plan for making up your work. All missing assignments turn to zeroes today, if you did not taken the time to see Monday or Wednesday after school last week; if you have not taken the time to see me after school this week.
Wednesday, December 19th
Dr. Kevin M. Hurley Middle School Band plays off campus
Class: Review and preparation for formative assessment tomorrowNote: Many bands students stayed after school to review
Homework: Prepare your open responses so you can complete the formative assessment review.
Tuesday, December 19th
Class: Period A - Staves Five. Class: Period A - Formative Assessment Study Guide Class: Periods BDE - Staves Four and FiveClass: Periods BDE - Tomorrow's Formative Assessment reminder and review
Homework: Prepare your open responses so you can complete the formative assessment review.
Homework: If you have not passed in your progress reports, please have your parents/guardians sign your progress reports and bring them in tomorrow.
Note To Students:
If you have missed class for any reason, know that you can watch the 1984 version of A Christmas Carol with George C. Scott using YouTube.
Monday, December 17th
Class: Period A - Staves Four. Class: Periods BDE - Formative Assessment Study Guide Class: Periods BDE - Review Scrooge's transformation by watching Stave Five in the 1984 film
Homework: Stave Five: "The End of It" due Tuesday, December 18 (Lit2Go 13 minutes)
Homework: Have your parents/guardians sign your progress reports.
Note to Parents/Guardians,
Please remember that this is a progress report. Look at the overall progress and do not focus on any particular assessment. When any student is introduced to a new concept, it is not unusual for that student to earn a low formative grade until he/she has more practice. I can assure you that each 8th grade student on the Orange team is working at his or her personal best. Feel free to contact me if you have any questions. Know that all students are welcome for extra help every Monday and Wednesday after school. Also know that two asterisks means a missing assignments.
Note About the Tragedy in Newtown, Connecticut: While some students asked to have a discussion during class, I asked them to have that discussion with you - their parents/guardians. However, I did remind them that, if necessary, they could contact our guidance department during the course of the school day. I also reminded them that keeping a routine was important and we would do our best to keep our daily routine.
Friday, December 14th
While A CHRISTMAS CAROL, by Charles Dickens is the period literature unit for December, students are beginning to realize that understanding this classic tale means departing from all they know in 2012 and "figuring out" what it might have been like to live in Victorian London during 1843. Why does Dickens choose to break up his novel into "staves" instead of "chapters"? What is a "prodigiously loud snore"? Whose jovial nature filled his "great organ of benevolence" with generosity and taught Ebenezer Scrooge how to work hard, be kind to others and enjoy life? Lessons Ebenezer soon forgot. Are "Ignorance and Want" characters in this tale and if so, why? All of which are questions we puzzle through as we read from a time when language was used to create images and sentences became the paintbrushes used to color the images that Dickens illustrates in our imaginations. (Just an aside: what a treat to have students notice that the use of punctuation was different in 1843 England than the punctuation we use today in the United States.)
Most classes have begun and/or will begin comparing Dickens classic with the 1984 film classic starring George C. Scott. Why use this version? This film transports us to Victorian London and uses the same language, sentence structure, and historical facts used by Dickens. It becomes a door through which our 21st century visually acute students can enter as they encounter and comprehend such dialogue as: " 'Business!' cried the Ghost, wringing its hands again. 'Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!' " (44)
Class: Complete Stave Three and begin Stave Four. Begin watching the 1984 version of A Christmas Carol starring George C. Scott.Homework: Stave Five: "The End of It" due Tuesday, December 18 (Lit2Go 13 minutes)
Thursday, December 13th
Holiday Concert at Dr. Kevin M. Hurley Middle School
Class: Continue with Stave three. Some classes will begin Stave four.
Homework: Enjoy the Holiday Concert:)
Wednesday, December 12th:
Class: Finish Stave two and begin Stave ThreeClass: Students can practice independent, self-directed skills by coming in after school to complete/revise Tuesday's responses.
Homework: Stave Four: "Christmas Yet To Come" due Thursday, December 13 (Lit2Go 33 minutes
Tuesday, December, 11th:
Class: Stave Two responses completed as a collaborative exercise with the White team in the cafeteria.
Class: SWBAT find 'hidden rubrics'. While you will receive rubrics in school that help you complete your assignments successfully, you will not receive rubrics on MCAS or SAT tests. However, you can learn to find the 'hidden rubrics' that are on these tests and earn higher scores on these tests. High scores on MCAS and SATs can help you earn scholarship money, so you can continue your education after high school.
Monday, December, 10th:Class: Stave One responses completed on formative assessment.Homework: Review Stave Two and prepare for student centered collaboration in the cafeteria - WHite and Orange Teams together:)
Friday, December 7th:Homework: Stave Three: "Christmas Present" due Monday, December 10 Lit2Go 49 minutes) Homework: Complete any classwork you did not complete this past week.
Thursday, December 6th:
Class Warm-up: Read each statement or question. Write two to three-sentnec short answers in your journal. Don't forget to identify the statement or question so you know why you wrote the answer.
1. Explain how Scrooge's lifestyle is inconsistent with his wealth. (Identification is inferred. Explanation is explicit.)
2. Who is Marley? (simple identification) What is Marley's purpose in the story? (two sentence explanation)
3. What is the significance or symbolism of the fact that bells announce Marley’s ghost? (Identify and then explain.)
Note: Today's warm-up is an opportunity to practice "reading" statements and questions. I have given you hints in parentheses at the end of each statement or question, so you know what will be expected in the answer. MCAS and SATs do not give you rubrics, but the rubrics can be found in the way a statement or question is written. We have be practicing these "hidden rubrics" since September and will continue for the rest of the year. This takes practice just like it takes practice to kick a soccer ball or ride motor cross or play a musical instrument or paint a watercolor. Use this year to practice. Remember the definition of "assiduously" - to work persistently with great care:)
Class Warm-up: Predict: Who is the protagonist? Who is a major character? Who is a minor character?
- Ebenezer Scrooge
- Fan (Scrooge’s sister)
- Fred (Fan’s son; Scrooge’s nephew)
- Belle (Scrooge’s fiancé from long ago)
- Jacob Marley
- Bob Cratchit
- Mrs. Cratchit
- Tim Cratchit (Tiny Tim)
- Fezziwig
- Two Portly Gentlemen
- Ghost of Christmas Past
- Ghost of Christmas Present
- Ghost of Christmas Yet To Come
Why are the following actually characters in A Christmas Carol?
- Nature: “… one might have thought that Nature lived hard by, and was brewing on a large scale.” (11)
- Poor: “…to raise a fund to buy the Poor some meat and drink…” (15)
- Want and Abundance: “when Want is keenly felt, and Abundance rejoices.” (15)
- Genius of Weather: “… that it seemed as if the Genius of the Weather sat in mournful meditation on the threshold.” (18)
- The Door Knocker: “… without its undergoing any intermediate process of change-not a knocker, but Marley's face.” (19)
- Men, Ignorance, and Want: “ 'They are Man's,' said the Spirit, looking down upon them. 'And they cling to me, appealing from their fathers. This boy is Ignorance. This girl is Want.” (73)
- Doom: “Beware them both, and all of their degree, but most of all beware this boy, for on his brow I see that written which is Doom, unless the writing be erased.” (73)
Tuesday, December 4
Class Warm-up:
While information was passed out and papers collected at the beginning of class, students drafted a journal entry explaining why Charles Dickens used staves instead of chapters in his novella. Students were challenged to make connections to a specific musical symbol in Western music, the economic conditions of Victorian England 1843, Charles Dickens the reformer, and his novella, A Christmas Carol. Students were challenged to make connections to words like "charity, mercy, forbearance, and benevolence" (44), and the symbolism behind the ringing of bells and the singing of carols. Note: The journal entry was designed around class notes from Friday, November 30 and Monday, December 3.
Hearn, Michael Patrick, eds. The Annotated Christmas Carol: A Christmas Carol in Prose by Charles Dickens. New York:
W. W. Norton & Company, 2001. Print.
Class: Periods BDE - collect Open Response Journal Entry: Go to this link and scroll down to "Class Notes" - 3. Identify the traditions
Class: Period A - Open Response Journal Entry: Go to this link and scroll down to: Why does Charles Dickens break up his novella into "staves" instead of "chapters"?
Class: Periods ABDE - Students take two-column notes in their journals while reading and discussing Stave One: "Marley's Ghost" Class: Periods ABDE - Go to A Christmas Carol page on this site, scroll down and review Stave One notes
Homework: Periods ABDE - Stave Two: "Christmas Past" due Thursday, December 6 (Lit2Go 37 minutes)
Homework: Period A - write Open Response Journal Entry discussed in class
1. Students will rewrite the draft.
2. Explain why Charles Dickens used staves instead of chapters in his novella. a. Make connections to a specific musical symbol in Western music. b. Make connections to the economic conditions of Victorian England 1843.c. Make connections to Charles Dickens, the reformer.d. Make connections to the novella, A Christmas Carol. e. Make connections to words like "charity, mercy, forbearance, and benevolence" (44).f. Make connections to the symbolism behind the ringing of bells and the singing of carols.
3. The draft is due Thursday, December 6th.
Hearn, Michael Patrick, eds. The Annotated Christmas Carol: A Christmas Carol in Prose by Charles Dickens. New York:
W. W. Norton & Company, 2001. Print.
Monday, December 3
Class Collaboration and Journal Entry: Go to this link and scroll down to "Class Notes" - 3. Identify the traditions
Each December many families celebrate different holidays. What holiday does your family celebrate? Describe the decorations around your home and the mood created in your home by these decorations. Identify and describe the foods prepared during your December celebration.
"Christmas holidays in England in 1843 were very different than they are today. Sharing a faith tradition, spending time with family and friends, and enjoying a sumptuous feast were the most important parts of the celebration. Christmas cards, trees, and a Santa Claus who brought gifts to good children were not yet part of the English tradition."
Friday, November 30th
 November is
1. National Novel Writing Month
2. Massachusetts Family Literacy Month
November:
National Novel Writing Month
Note to students: You are drafting your novel. Wednesday, Day3, October 24th you began "figuring out" what novel you would write. You were in the cafeteria and the whole 8th grade worked together "figuring out" possibilities for the plot - a young person in a bad predicament. You were given a few weeks to continue to "figure out" the plot of your novel as a homework assignment. During that time you were given opportunities to come in after school on Mondays and Wednesdays to "figure out" the plot of your novel with me. Yes, you had other homework assignments, but this was your chance to begin showing that independent, self-directed quality that high schools and colleges believe is important.
On Wednesday, November 14th you began writing for 20 minutes each day during class and another 20-30 minutes each night for homework. The total is 7 days during class as of Tuesday, November 27th. However, by Monday, November 26th the total will include 12 homework sessions of 20-30 minutes of writing each night. How assiduously have you worked on your novel???
Note: The final day for writing during class is Wednesday, November 28th. Revisions will begin during SuperCores in December. Revisions will be typed font 10 or 12 and double-spaced before the first December SuperCore. Revisions will continue during SuperCore in January. Final editing will begin during SuperCores in February. Student novels will be bound when editing is complete.
Wednesday, November 28th:
- class: Complete Self-assessment and journal entries - Identify the characters. Describe the setting. Summarize the story.
- class: Today's class is the last time students can draft their novels during class. However, students can continue to write their novels outside of class. Check due dates on the December quick-view syllabus. Bring your draft to SuperCore typed font 10 or 12, double spaced.
- homework: Each December many families celebrate different holidays. What holiday does your family celebrate? Describe the decorations around your home and the mood created in your home by these decorations. Identify and describe the foods prepared during your December celebration.
Tuesday, November 27th
- class: opening peer collaboration (National Novel Writing Month)
- class: student self-assessment journal entry - drafting word problem
- class: alternating writing and peer collaboration
- class: quick-view syllabus with December due dates to be glued into planner or journal
- homework: 20 - 30 minutes writing
Monday, November 26th:
A. class: 3 journal entires
1. Friday, November 23rd:Identify - What time of day did you write? Describe - What was the day like inside your home and outside? Explain - How did you manage your day, and write?
2. Saturday, November 24th:Identify - What time of day did you write? Describe - What was the day like inside your home and outside? Explain - How did you manage your day, and write?
3. Sunday, November 25th:Identify - What time of day did you write? Describe - What was the day like inside your home and outside? Explain - How did you manage your day, and write? Note: Be honest to earn this class credit. Your grade is based on honesty and your ability to identify, describe, and explain.
B. class: Have you chosen to be prepared for your 20 minutes of writing during class today? Write!
C. class: The due dates for your novel draft vary! Check your class for your due dates.
Period A
- Wednesday, November 28th – the last class day for writing your novel!
- Type your draft before SuperCore A 12.5.12!
-
- Draft typed font 10 or 12, double spaced
- SuperCore Wednesday, December 5th:
- SuperCore Monday, December 17th: typed draft and handwritten comments/revisions due at the end of class
- Note: Budget your time and use afterschool Mondays and Wednesday to complete your typed draft!
- Wednesday, November 28th – the last class day for writing your novel!
- Type your draft before SuperCore B 12.7.12!
-
- Draft typed font 10 or 12, double spaced
- SuperCore Tuesday, November 27th:
- SuperCore Friday, December 7th:
- SuperCore Wednesday, December 19th: typed draft and handwritten comments/revisions due at the end of class
- Note: Budget your time and use afterschool Mondays and Wednesday to complete your typed draft!
Period D:
- Wednesday, November 28th – the last class day for writing your novel!
- Type your draft by SuperCore D 12.11.12!
-
- Draft typed font 10 or 12, double spaced
- SuperCore Thursday, November 29th: revision
- SuperCore Tuesday, December 11th: revision
- SuperCore Friday, December 21st: typed draft and handwritten comments/revisions due at the end of class
- Note: Budget your time and use afterschool Mondays and Wednesday to complete your typed draft!
Period E:
- Wednesday, November 28th – the last class day for writing your novel!
- Type your draft before SuperCore E 12.3.12!
-
- Draft typed font 10 or 12, double spaced
- SuperCore Monday, December 3rd: revision
- SuperCore Thursday, December 13th: typed draft and handwritten comments/revisions due at the end of class
- Note: Budget your time and use afterschool Mondays and Wednesday to complete your typed draft!
D. Homework: Work on your novel for 20-30 minutes
Happy Thanksgiving
Wednesday, November 21st: Spirit Week activities in the gym.
Note: Assemblies along with various interruptions this year are the general reasons why Period A is a bit behind other classes. We met during the lunch period today and used this time to "catch up" to other classes. As you might expect, it was not a popular decision, but one I made nonetheless. We played this morning during the school assemble in the gym and "played" during the lunch period class. Thank you!
Tuesday, November 20th: Spirit Week: Twin Day:)
- class: first 5 minutes - peer collaboration
- class: 7 minutes - self-evaluation
- class: 15 minutes - writing and 5 minutes collaboration
- class: 15 minutes - writing and 5 minutes collaboration
- homework - Tuesday, November 20th: 20-30 minutes writing
- homework - Wednesday, November 21st: 20-30 minutes writing
- no homework Thanksgiving
- homework - Friday, November 23rd: 20-30 minutes writing
- homework - Saturday, November 24th: 20-30 minutes writing
- homework - Sunday, November 25th: 20-30 minutes writing
Monday, November 19th: Spirit Week: Fashion Disaster Day:)
- class: first 5 minutes - peer collaboration and 7 minutes - inspiration - Finding Neverland
- class: Finding Neverland - A simple bedtime routine turns chaotic as the Llewyln-Davies boys jump from bed to bed and wrestle as you might imagine children jumping and wrestling who do not want to go to bed. Nana joins the mix instead of going outside to her doghouse and Mom frantically attempts to settle them down, but to no avail. J.M. Barrie watches the goings-on and his imagination transforms this simple bedtime routine to a magical adventure. How will your imagination and your daily routine inspire your writing??? Go to NovNaNoWriMo to view clip.
- class: 20 minutes writing
- class: 10 minutes peer collaboration
- class: 7 minutes - use student info log to identify any changes... character development... plot...
- homework: 20-30 minutes writing and inspiration "Peanuts on Writing"
Friday, November 16th:
- class: After students collaborated about the writing they completed last night, we watched an inspirational clip from Finding Neverland: "believing without a 'flea's breath of doubt' in one's imagination." Oftentimes a simple activity like a picnic can bring a character to life. J.M. Barrie and the Lleweyn-Davies family were flying a kite at the picnic. During this simple activity - a kite that would not take flight, the addition of a tale, and the bell from Porthos's collar - J.M. Barrie imagined one of the most well-know characters in children's literature: Tinkerbell. How will your imagination influence your story?
- class: 20 minutes of writing and another 7-10 minutes of collaboration
- class: Peanuts inspiration and 1st quarter assignments glued into English journals
- homework: 20-30 minutes of writing - Friday, Saturday, and Sunday. Come to class prepared Monday, November 19th:)
Thursday, November 15th:
- class: inspirational writing video clip - "No thinking - that comes later. You must write your first draft with your heart. You rewrite with your head. The first key to writing is... to write, not to think!" (Finding Forester)
- class 20-30 minutes student writing (During this time I will be collaborating with individual students.)
- class 10 minutes peer collaboration
- homework: Spend 20-30 minutes drafting parts of your novel every night and come to class every day showing progress:) October 20th we began "figuring out" what novel we would write. Note:
- If you sit "thinking" for 20-30 minutes, then you have not completed your homework. Use one of the strategies we have discussed during class to keep writing:)
Wednesday, November 14th:
- class: Classes reviewed original start date. National Novel Writing Month was introduced to students on October 20th. On October 20th students were challenged to "figure out" and plan the plot of a novel around a young person in a bad predicament. It was during the cafeteria collaboration on October 20th that classes discussed and defined G and PG rating - Disney villains, Disney "evil" and Disney themes. Yesterday classes reviewed: "Beginnings," Creating Awesome Characters," and "Plot". We continue to discuss, clarify and define what it means to come to class prepared to work independently and with self-direction, because homework preparation is complete:)
- class: "Creating Conflict" was the breakout discussion during class today. Each student had time to write and to collaborate with his/her peer collaborator. A serious line was drawn in the metaphoric sand with respect to homework! Homework is preparation for class. Students come to class prepared and with a readiness to work, not with excuses.
- homework: The opening draft/pages of each novel is due Friday, November 17th. Writing conferences will be help each day with a peer collaborator and/or me:) I truly am looking forward to these novels. The themes, plots, characters, and conflicts being developed are quite extraordinary:)
Working Vocabulary -
Commonwealth of Massachusetts Common Core Definitions:
Literary Terms - Scroll down to pages 92-104: http://www.doe.mass.edu/frameworks/ela/0311.pdf1. Narration and description:
- Narration Writing that relates an event or a series of events; a story. Narration can be imaginary—as in a short story or novel—or factual—as in a newspaper account or a work of history
- Description The process by which a writer uses words to create a picture of a scene, an event, or a character, or to report facts. In literary texts, a description contains carefully chosen details that appeal to the reader’s senses of sight, sound, smell, touch, or taste.
2. Characterization, character development, protagonist, dialogue, dialect:
- Characterization/Character development: The method a writer uses to develop characters. There are four basic methods of characterization: (a) description of the character’s physical appearance; (b) revelation of the character’s nature through his/her own speech, thoughts, feelings, or actions; (c) description of a character through the speech, thoughts, feelings, or actions of other characters; and (d) a narrator’s direct comments about a character.
- Protagonist: The main character or hero of a story.
- Dialect: A particular variety of language spoken in one place by a distinct group of people. A dialect reflects the colloquialisms, grammatical constructions, distinctive vocabulary, and pronunciations that are typical of a region. At times writers use dialect to establish or emphasize settings as well as to develop characters.
- Dialogue: Conversation between two or more people that advances the action, is consistent with the character of the speakers, and serves to give relief from passages essentially descriptive or expository.
3. Plot and the elements of a plot (conflict/exposition, rising action, climax, falling action, denouement/resolution)
Plot: The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution or denouement. See Climax, Conflict, Exposition, Falling action, Resolution, Rising action
- Conflict: In narration, the struggle between opposing forces that moves the plot forward. Conflict can be internal, occurring within a character, or external, between characters or between a character and an abstraction such as nature or fate. See Plot, Climax, Exposition, Rising action, Resolution
- Exposition: Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and/or analysis. In a play or a novel, exposition is the portion that helps the reader to understand the background or situation in which the work is set.
- Rising action: The events in a story that move the plot forward. Rising action involves conflicts and complications, and builds toward the climax of the story. See Conflict, Climax, Exposition, Falling action.
- Climax: The high point, or turning point, in a story—usually the most intense point near the end of a story. See Plot, Conflict, Rising action, Resolution
- Falling action: In the plot of a story, the action that occurs after the climax. During the falling action conflicts are resolved and mysteries are solved. See Narration, Exposition, Rising action, Climax, Resolution
- Resolution: Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action, and is intended to bring the story to a satisfactory end.
Tuesday, November 13th:
White and Orange teams collaborate in the cafeteria: "What's a Novel Anyway" and "Beginnings" and "Creating Awesome Characters” Homework: Draft the Plot of your novel using the "National Novel Writing Plot RollerCoaster".
Monday, November 12th: Veteran's Day
Friday, November 9th:
Oz take-home exam assessment due today: Each student will use rubrics to assess his/her responses.
National Novel Writing Month: "Creating Awesome Characters" and "What is a novel Anyway" journal entries
Commonwealth of Massachusetts Department of Elementary and Secondary Education
- Class: still trying to catch up from SuperStorm Sandy
- Class: Oz take-home exam check-in - "Analyzing a Novel" B, E, F
- Homework: "What is a Novel, Anyway" journal responses
- Homework: Oz take home summative
Wednesday, November 7th: (Note: We are still playing catch-up from Hurricane Sandy's two days out of school.)
- Class: Washington Irving's novella, The Legend of Sleepy Hollow
- Class: Oz take-home exam check-in - "Analyzing a Novel" B, E, F
- Class: Still trying to catch up from SuperStorm Sandy
- Homework: "What is a Novel, Anyway" journal responses
- Homework: Oz take home Summative
- After school: Oz take-home exam - F. Paired Response
(ex.: who is the Scarecrow in your life? Is there a bit of the Scarecrow in you?)
Homework: The Legend of Sleepy Hollow (How is The Legend of Sleepy Hollow a storm-related scary story?)
Homework Journal: Identify the setting, protagonist, and 7-10 adjectives that describe the mood of this legend.
Hint: If you read/listen to The Legend of Sleepy Hollow using Lit2Go, it will take you 1 hour and 7 minutes.
SuperCore: 8th Grade Students Participate in Mock Registration to Vote and Mock 2012 Election Ballot
Artist Mike Higgins: chainsaw artist demonstration
Artist Mike Higgins: Sun Chronicle photographs - Be patient. Photos take a minute to load:)
After school: Oz take-home exam - E. Irony response
 October is
"Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America.
"The observation started in 1968 as Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was enacted into law on August 17, 1988, on the approval of Public Law 100-402.
"The day of September 15 is significant because it is the anniversary of independence for Latin American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and September18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period."
"In order to be considered a bully (adult bully and/or child bully), the behavior must be obviously and/or passively aggressive and include:
"a. An Imbalance of Power: Adults/Kids who bully use their power—such as position, physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
"b. Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.
"Bullying includes actions such as public humiliation and/or embarrassment, making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose."
October
Tuesday, October 31st: School cancelled - Hurricane Sandy Wednesday, October 31st:
PBS Hurricane of '38 (Listen to the "voices" of the people who are sharing their oral tradition stories. How does the voice of the fisherman from Montauk, Long Island differ from the voices of the summer residents, who lived in East Hampton, Long Island? How do the voices of the sisters, who summered on Napatree Point, Rhode Island, and the couple, who was married in Providence, differ from those who lived on Long Island? Think for a moment. You can tell your own oral tradition stories about Hurricane Irene and Hurricane Sandy. What are the characteristics of the voice you use when you tell your stories?) Monday, October 29th: School cancelled - Hurricane Sandy
Hurricane Sandy cancelled school, Monday, October 29th and Tuesday, October 30th.
1. Note to Students: The Oz take home exam due Monday, November 5th will be due Friday, November 9th.
2. Note to Students: After school study groups will meet Monday November 5th and Wednesday November 7th.
After school study groups: - Wednesday, October 31st: Mrs. Westcoat cancelled after school busses.
- Monday, November 5th: Join student groups and draft your open response for student choice E.
- Wednesday, November 7th: Join student groups and draft your open response for student choice F.
Commonwealth of Massachusetts Department of Elementary and Secondary Education
Friday, October 26th: 8th grade Tri-County Trip
October 26th newsletter: Students are beginning to compare a fictional novel (The Wonderful Wizard of Oz) to a film (1939 MGM studio's Wizard of Oz) to a documentary (PBS "Hurricane of '38"). Students are learning that the first sentence of this paragraph is formatted to help them create a 3-way t-chart. They use the t-chart to collect the data they need to make the novel-film-documentary comparisons. Students are breaking apart statements like the first sentence to find three titles for the T-chart: fictional novel, film, and documentary. Once they understand what they must do, then they can organize the information for the writing task and they can use that information to organize the expository open response they will write. While students are beginning to organize the expository open response, they are nervous and ask many questions. "What do we do? How do we start? Is this right? At this point, they are reminded "to chill" and to think about the information texts that we have been reading since September. They are reminded to identify the skills and strategies we used to comprehend those informational texts. Most students turn to their notes and identify: central idea, main topics and ideas, purpose, point of view/opposing point of view and the need an author has to connect to a particular audience. We enjoy this success, but there are more questions. The next question: How will this help us write an expository open response? At this time, we being making connections and learn that the informational texts we have been reading are similar to expository open responses.
We discussed mentor writers. Students learned that mentor writers help us learn how to write, just like some students learn to athletes or musicians or artists by imitating their favorite athletes or musicians or artists. Students are beginning to Friday, October 19th PINK OUT DAY at Dr. Kevin M. Hurley Middle School
Student open response summative Oz take-home assessment:
- assigned Tuesday, October 23rd
- due Friday, November 9th (Type each response Ariel font 10, 1.5 spacing and identify "your choice" by writing the directions for that choice and then writing your response. ...yes, conserve paper and ink!)
The 8th grade is half way through L. Frank Baum's, Wonderful Wizard of Oz. Instead of reading a chapter in the novel, we took time Wednesday night to watch thirty minutes of the first presidential debate. Thursday we began class by discussing the central idea of the debate: domestic policies and the economy, and then, we continued our journey along "the road of yellow brick." Students (white and orange teams) met and worked together to investigate the ironic characteristics of Scarecrow, Tin Woodman, and Cowardly Lion. How can Scarecrow solve so many problems, when he truly believes he does not have a brain? How can Tin Woodman care for his friends, when he truly believes he does not have a heart? How can Cowardly Lion protect his friends, when he truly believes he does not have any courage? While students were investigating irony, they were also discovering the author's use of repetition to emphasize important points in a novel. Students continued to gather evidence to prove whether or not the "road of yellow brick" might be a major symbol; to prove "going home" might be the major them of this novel. Students framed these skills and strategies with the phrase, "students will be able to..." or the
September 21st newsletter:
8th grade White and Orange teams began the OZ unit on Tuesday, September 18th. We will all be traveling down "roads of yellow brick" literally in the novel and metaphorically in our own lives. During our travels, we will learn not only about "going home" themes and "lions, tigers and bears,"but also about literary terms and reading strategies, writing skills and informational texts. This unit will last until Friday, October 26th. Students are challenged to revise their class notes and read/listen to one or two chapters each night for homework. Enjoy the journey with us:)
First Quarter Report Card Comment:
Goals-setting and routines are established:
The first half of first quarter is a time devoted to setting goals (Students will be able to... or SWBAT) and establishing routines similar to high school routines. Students are encouraged to be independent and self-directed. Students are encouraged to come in after school to make up class work and/or tests; to work on SWBAT skills and strategies. Oftentimes grades are unusually high and sometimes grades are unusually low during these four weeks. Students settle in to a rigorous curriculum and grades become more realistic by the end of first quarter. When time is taken to establish a strong foundation at the beginning of the academic year, students become more successful throughout the year.
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