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8th grade Language Arts, Executive Mini School |
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FAQFrequently Asked Questions: This page contains answers to common questions of students and parents.
RICA is reading in the content area. Our RICA class is fourth block on the A day. The time is divided in this way--the first 30 minutes is Drop Everything and Read (DEAR)silent reading of library books; the second 30 minutes is Flex time (flexible learning time)--a time to get a head start on homework, get extra help from a teacher, visit the library,get makeup work, or retake a test or quiz. Reading in the Content Area (RICA) a mini lesson with the objective of improving reading in all academic areas is the last 25 minutes. What constitutes a "challenging" book? In order to qualify for "challenging" book status a book must first be on the Accelerated Reader list. Books that are AR have already been evaluated for reading level and point value. We DO NOT count points, but points are considered when determining whether a book counts as two or three books. General guidelines for lengthier works are as follows: Pages--from 250 - 350 AND 10 - 20 points equals two books Pages--from 351 and up AND 21 points and up equals three books In order to take advantage of this opportunity, the student must contract with me BEFORE reading the book. An individual book mark that charts daily progress must be completed on challenging books. Books must meet the minimum requirements to qualify. If there is any question, see me.
Is there an opportunity for extra credit? Yes, students in regular English may create vocabulary flashcards. Instructions are given to all students at the beginning of the year. These are for the three units in each review section. For example, units 1-3 is a review section. Flashcards created in the prescribed manner will receive 20 extra credit test points. These flashcards can be of immense academic benefit if constructed on a weekly basis, used for the daily quizzes and the unit tests. This opportunity is only available following a review section. Does my student have any homework? Yes, almost every night. We use the Vocabulary Workshop text in my class room. Students have specific written assignments due on certain dates. When I assign each unit, we as a class write down the assignments, quizzes, and the unit test date. Even if he or she has no written work (done at school), the student should be studying for either a quiz or the unit test. The vocabulary workbook is challenging and requires extra effort on the part of the student. If we are having a "vocabulary vacation", it will be posted on this site. Students are assigned three novels (or the equivalent) to read each nine weeks so your student should probably read some every night. Time is given during the school day, but many students will need to read at home also. All classes will have DGP quizzes. Students should review for these quizzes. Advanced English classes have outside reading that is also homework. What novels will be read in advanced English? The first novel assigned is Z for Zachariah, by Robert C. O'Brien,Newbery- winning author for Mrs. Frisby and the Rats of Nihm. Throughout the novel, the narrator, Ann Burden, is faced with a number of tough decisions as she strives to survive a nuclear holocaust. Our novel is science fiction. We are also required by the county to teach Animal Farm so you can count on that one for sure. Night by Elie Wiesel is one that will be assigned the last nine weeks of school. DGP stands for Daily Grammar Practice.This activity begins immediately after the bell. Each �week� is on a three day cycle. Day I�parts one and two are completed. Day II�parts three, four, and five are completed, and on Day III, a quiz is given over student work. Students are encouraged to write notes on their student work for this can be used during the quiz. Copy and refer to the instructions on the front board. Students have been given the color coded appendices used for corrections. Do NOT wait for me to begin your work. We use the same sentence for all correction parts. You must turn in all five sentence parts with ALL of the corrections or notations made in class. These are due on the day of the oral quiz. You actually take the quiz on this paper. The oral quiz is the class period AFTER the diagramming (part V). You may use your DGP corrections or any notes you have written on your student work to answer the quiz questions. Time is limited, however. Student work is one half of your grade. You are penalized for incomplete, missing, and/or inaccurate student work. If you are absent the day of the DGP quiz, you do not have to make it up, but you MUST turn in all five sentence parts of DGP. Here�s a clue�if you still have the five parts of DGP in your notebook without a grade recorded on the paper, I have recorded a zero for your grade. Stickers are awarded for AHA! Moments, correct diagramming on the board, and anything else I deem to be �sticker worthy.� Stickers make you happy, feel smart, and �may� be redeemed for not so fabulous prizes. Why does it take so long to get writing projects back to the students? The short answer is because it takes a tremendous amount of my time to grade them. Unfortunately, I usually have to take these home to get them done. Students understand this, especially when I explain what I do with the papers and how I evaluate each one. Each paper takes about ten to fifteen minutes to evaluate. On a good day (or night) I can grade about five or even six in an hour. DRP stands for "Daily Reading Practice." This is similar to DGP because it is a daily review of reading skills. Students are given several color-coded handouts to use during the class instruction. We do this together and more information follows. What rules do students follow for final drafts?
What is the alternative assignment for the vocabulary workbook unit pages? Alternative Assignment for Vocabulary Workshop-workbook pages One of the best ways to be successful on the unit test is for the student to complete the workbook pages thereby spending quality time with the workbook. Workbook pages are assigned several days in advance, so students can have the time to complete the pages and study for the unit test. If a student does not have the workbook completed on the assigned date, he or she will not be able to turn the workbook in late. An alternative assignment will replace the workbook pages. Workbooks are checked in class, so students will have them to study for the unit test. Students who are absent will be allowed to turn in the workbook on the first day returning to school. This alternative assignment is for students who are physically present in the building. Alternative assignment for all unit workbook pages: Student must copy all three pages of the unit introduction verbatim. This includes each vocabulary word, the pronunciation, part(s) of speech, definitions,example sentence, synonyms, and antonyms. All student writing is to be neat, legible, and in pencil with student name, unit title, and class period. Why complete this alternate assignment as opposed to the workbook pages? Vocabulary Workshop Some assignments are not taken late. In their place will be an alternative assignment that will provide the student with an opportunity for credit recovery. One of those assignments is the vocabulary workbook unit pages. There are several reasons why this is the case. � Vocabulary assignments are made several days in advance. Students are advised when the unit assignment is made the date the workbook pages are due. Assignments are also posted on my web page the day they are made. Students are instructed to write all due dates in the student agenda as the assignments are being made. � These workbooks are checked in class. Students should not expect to sit in the classroom and listen to the answers and then complete the assignment. Sitting in the hallway is NEVER an option. � There area benefits to be gained from checking a workbook. Sentences are read aloud, and students thereby have an additional opportunity to interact with the text. Only those students who have their work completed are allowed to check the workbooks. The benefits should go to the person who did his or her homework. � If students are allowed to turn these in late, many will do so. I had a weak moment one year, and I decided to let students use a late pass to turn in the workbooks late. This created a grading nightmare for me. The unit test is the class period following, and it was extremely difficult to get the workbooks checked and returned to the students so they could study for the unit test. I rescinded the privilege after the grading period. � Some students will not complete the work independently. We talk a great deal about how collaboration is good, but that cheating is bad. Students have reported to me that this happens if students are allowed to turn these in late. If a student completes part of the workbook, but omits sections or misses enough items to earn a failing grade, he or she must complete the alternative assignment which is outlined on the other side of this handout. This alternative assignment provides an opportunity for credit recovery and requires the student to interact with the text. What does "quality work" look like? What does acceptable work look like? � Writing is neat, legible, and large enough to be easily read. � Information is correct and shows thoughtful consideration. � Proper attention is given to spelling, punctuation, and rules of capitalization. � Papers should always have proper heading with student name, class period, and assignment name or page number. � Class room procedures are followed for all assignments. For example, in math class, you ALWAYS show your work. In English class, you ALWAYS turn in all required steps of the writing process. � Graded work meets the standard set by the teacher for completion. What does "No Zero Zone" mean? WWMS IS a �No Zero� Zone What does this mean? Students will no longer have the option of taking a zero for missing work. Giving zeros or accepting work that is below standard fails to motivate students to make a greater effort. The number one reason for failure in the middle and ninth grades is students not doing/completing work. Allowing a student to �opt out� and take a zero means that the student will enter ninth grade unprepared for challenging high school studies and will not be ready for college prep work. Students who are given the option of not turning in their work or turning in work that is unacceptable choose this option because it requires little or no work or effort. Remember��He or she who does the work does the learning.� No work = no learning. By allowing students to take a zero, a culture of low expectations is created. We at WWMS believe all students matter, and we have high expectations for each student. Here�s what that looks like. � Students are not let �Off the Hook.� � Students must deliver quality work. � Students must complete hard work. � Students become responsible citizens. � Teachers will finally know what students can do. � Student test scores, achievement, and discipline improve. What happens when a student does not complete his/her work? There are no excuses! Students don�t get to choose not to work! Please note�RICA time is structured time. Students do not have a daily study hall; they are only given twenty to twenty-five minutes to work on homework. If you are being told otherwise, you are being misled. Teachers record names of students who owe work on a section of the class white or chalk board. We have a weekly time for enrichment/remediation. However, if a student still can not (or will not)complete the assignments, he or she will be assigned academic detention before school. Students will be assigned intensive remediation if they have missing assignments for three or more teachers or if they have the same missing assignment for two weeks. Students who refuse to work in intensive remediation will be referred to the principal as non-compliant. If assignments have not been completed as requested by the teacher, the student will receive an �I� (incomplete) on the report card. No grade will be issued until the work has been completed in a satisfactory manner. What else?? Students will receive full credit for all late or redo work. Students who do not pass a major test, will be required to study and retake the test. The retake of the test will cover the same skills but may be a different format. We all want what is best for your child. Completing work in a satisfactory, timely manner will benefit your student academically, socially, and prepare him or her for high school. WWMS IS a �No Zero� Zone What does this mean? Students will no longer have the option of taking a zero for missing work. Giving zeros or accepting work that is below standard fails to motivate students to make a greater effort. The number one reason for failure in the middle and ninth grades is students not doing/completing work. Allowing a student to �opt out� and take a zero means that the student will enter ninth grade unprepared for challenging high school studies and will not be ready for college prep work. Students who are given the option of not turning in their work or turning in work that is unacceptable choose this option because it requires little or no work or effort. Remember��He or she who does the work does the learning.� No work = no learning. By allowing students to take a zero, a culture of low expectations is created. We at WWMS believe all students matter, and we have high expectations for each student. Here�s what that looks like. � Students are not let �Off the Hook.� � Students must deliver quality work. � Students must complete hard work. � Students become responsible citizens. � Teachers will finally know what students can do. � Student test scores, achievement, and discipline improve. What happens when a student does not complete his/her work? There are no excuses! Students don�t get to choose not to work! Please note�RICA time is structured time. Students do not have a daily study hall; they are only given twenty to twenty-five minutes to work on homework. If you are being told otherwise, you are being misled. Teachers record names of students who owe work on a section of the class white or chalk board. We have a weekly time for enrichment/remediation. However, if a student still can not (or will not)complete the assignments, he or she will be assigned academic detention before school. Students will be assigned intensive remediation if they have missing assignments for three or more teachers or if they have the same missing assignment for two weeks. Students who refuse to work in intensive remediation will be referred to the principal as non-compliant. If assignments have not been completed as requested by the teacher, the student will receive an �I� (incomplete) on the report card. No grade will be issued until the work has been completed in a satisfactory manner. What else?? Students will receive full credit for all late or redo work. Students who do not pass a major test, will be required to study and retake the test. The retake of the test will cover the same skills but may be a different format. We all want what is best for your child. Completing work in a satisfactory, timely manner will benefit your student academically, socially, and prepare him or her for high school. I left my vocabulary workbook at school. How can I study? The workbook can be accessed from my link to the publisher, Sadlier-Oxford. You may listen to the words and find other useful information on their site. Are there certain rules for writing? How many drafts do I need?
Biography/Interview Project sample questions? Paragraph Outline/Interview Questions Biography Project Paragraph # 1 What to write in this paragraph: □ Thesis statement □ Name of person being interviewed □ Date and place of birth □ Family background (who/where parents and grandparents were from) □ Childhood information □ Differences between his/her childhood and the life of a child today Questions to ask: � Where were your born: what city, state, country? What are your parents� names? � What city, state, country are your parents from? � What are your grandparents� names? � What city, state, country are your grandparents from? � Did you have a nickname when you were younger? � What kind of house and neighborhood did you live in as a child? � What was your favorite food? � Who cooked your meals? � As a child, did you have pets? Were any special to you? � What did you enjoy doing as a child? � What was your favorite outdoor activity? � What games did you like to play? � What were some of the crazy fads you or your friends went through? � Did you attend any worship services? � How did you travel to school, stores, etc? � What were some of your chores? � Did you get paid an allowance for doing chores? � What were your family finances (rich, poor, middle class) growing up, and how did that affect you? Paragraph #2 What to write in this paragraph: □ Describe how his/her childhood was similar to today�s childhood □ Think about the answers to the questions you asked for paragraph #1 □ Think about how you live today, compared to how he/she described his/her childhood Paragraph #3 What to write in this paragraph: □ Elementary school background □ Middle school background □ High school background □ College information Questions to ask: � Did you have a favorite teacher or subject in elementary school? � Why was that teacher or subject your favorite? � Do you remember any special events from elementary school, such as plays, performances, field trips or fairs? � Did you have a favorite teacher or subject in middle school? � Why was that teacher or subject your favorite? � Do you remember any special events from middle school, such as plays, performances, field trips or fairs? � Did you have a favorite teacher or subject in high school? � Why was that teacher or subject your favorite? � Do you remember any special events from high school, such as plays, performances, field trips or fairs? � What school rules did you have to follow? Did you follow the rules? � Did you earn good grades in school? � Were you rewarded for good grades, or punished for bad grades? � Did you go to college? What are your favorite memories from that time? Paragraph #4 What to write in this paragraph: □ Describe any military experience he/she had □ Describe the jobs he/she has had □ Write about the jobs he/she feels were most interesting or important Questions to ask: � What were some of your first jobs? � How much money did you make? � Did you serve in the military? � Did you do any volunteer work? � What other jobs have you had? � What were your job duties and responsibilities? � Why did you change jobs? � What has been your favorite job, and why? � What was your worst job, and why? � Is there a job you wish you had taken or trained for? Paragraph #5 What to write in this paragraph: □ Include marriage information □ Describe family members and information Questions to ask: � How did you meet your husband/wife? � Why were you attracted to him/her? � How old were you when you got married? � Where did you get married, and did you have a reception party afterwards? � What are some of your favorite memories with your husband/wife? � How many children do you have? � Did any other relatives ever live with you, besides your spouse and children? OR � Why did you decide not to get married? � What was most difficult about raising children on your own? � What has been most rewarding about raising children on your own? Paragraph #6 What to write in this paragraph: □ Discuss any major changes in politics, inventions and technology during his/her lifetime □ Describe any important social issues during his/her lifetime Questions to ask: � What are some of the changes in our society that you have seen in your lifetime? � What great historical events have you experienced in your lifetime? � How did these events affect your life? � Did you admire a famous person? What made them admirable? � Do you remember any wartime experiences? � What machinery or technology has changed and made your life better? � Did any of these changes affect you in a negative way? Paragraph # 7 What to write in this paragraph: □ Write about what he/she is doing now □ Discuss what he/she currently does for work, hobbies, activities Questions to ask: � Do you work now? What is your job? � Do you enjoy your current job? � What do you like to do in your free time? � Do you have any hobbies or special talents that you enjoy doing? � What are some of your favorite things to do now? � What are goals you are still working toward? � What do you like about your life today? � What do you dislike about your life today? Paragraph #8 What to write in this paragraph: □ What he/she would change from his/her lifetime (for example, a change in career, family, education, or hobby) □ How he/she would do things differently Questions to ask: � If you could change anything in your life, what is one thing you would do differently? � Why would you change that thing? � How would you do that thing differently? � What do you think would be different now if you changed that thing? Paragraph #9 What to write in this paragraph: □ Write about the advice he/she gives you Questions to ask: � What advice would you give to me? � Why do you think that is important advice? � How will this advice help me as I grow up? � What advice do you wish someone had given you? Paragraph #10 What to write in this paragraph: □ Write your conclusions about the interview: discuss any major themes they talked about □ Write about what you learned from the person you interviewed □ Write about how conducting this interview affected you How to ask probing questions: A probe is a way to get more information from the person you are interviewing. The Silent Probe: After the person tells you a story, you can use the silent probe by waiting quietly for them to continue talking. Often, they will pause briefly, and when you say nothing, they will go on to explain some part of the story in more detail. This is the hardest probe to use because it takes confidence to do and it can become awkward. It is easier to do if you are relaxed and you keep eye contact with the person. The Echo Probe: With this probe, you repeat something the person says back to them. "So you are saying that you felt lonely when your father left for the war?� This is called "reflection". It can show the other person that you are really listening and that you understand their feelings. It also gives the other person a chance to identify and correct any misunderstandings. The "Uh-Huh" Probe: When the person has paused after a story, say, "uh- huh", and wait for him/her to go on. This is a very simple and very effective way to get more information; most people use it all the time without thinking about it. What does it mean to "paraphrase"? What Does It Mean to Paraphrase? A paraphrase is a restatement of the writer�s original words, putting the information in your own words. It often includes examples and explanations from the original quotation. A paraphrase may be longer than the original, shorter than the original, or the same length. While you haven�t copied word for word, you still must credit your source. When you paraphrase information, you not only increase your understanding, but you remember it better, too! Example: �Edgar Allan Poe was a master storyteller and a great poet. Three of his poems, �Annabel Lee,� �The Raven,� and �The Bells,� are among the most beautiful and moving poems in the English language. All three were written in the last five years of his life. Like his mother, Poe was brilliantly talented. Like his father, Poe was destroyed by alcoholism. Sadly, Poe died when he was just beginning to achieve his full power as a great poet.� Paraphrase: �Edgar Allan Poe was a literary giant. His short stories are mesmerizing and capture the reader�s imagination. His poetry is brilliant. Written during the last three years of his life, the poems �Annabel Lee,� �The Raven,� and �The Bells� are three of the most beautiful and engaging poems in the English language. Unfortunately, Poe�s parents passed on to him a mixed legacy. He was extremely talented like his mother but devastated by alcoholism like his father. Tragically, the world will never know the extent of his genius, for he died just when he was writing his best poetry�. What's the password for the visual thesaurus? Username email: student@wcschools.com Password: student |
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