Progress Reports are going home Thursday, 10/9 and Friday, 10/10

Progress Reports
To update students and parents, we are sending progress reports home this week. We're nearing the end of the quarter, but there are still three grades that can help improve your final average: SN#3 (Questioner), Sourcebook Check, and Book Card Check. Students who are missing work will need to turn in the late work and conference with us before Tuesday, October 21. Morning and afternoon conferences are scheduled by appointment.

Jackson's 4b--A picture

Questioner Sticky Notes Set (SNS #3) --due 10/9 and 10/10

Your job is to write and answer THREE questions, using the QAR strategy, that would promote discussion. TAS—Think and Search. This is a question that requires the reader to search for evidence throughout the reading passage or book. Question stem: What evidence (or clues) do we have that...? To answer the question, you need three examples (at least one must be a quote). AAM—Author and Me. This question requires you to read the text and form opinions, make inferences and connections, or predict events based on evidence. The reader can answer the question with ideas derived from the book (AUTHOR), but must also use his own knowledge and experience (ME). In your answer, you must use at least one quote from the text. Note: Do not ask the author the question. OMO--On My Own. The reader is inspired to ask a question about a theme or issue. The reader can answer the question without reading or rereading the text. In fact, anyone could answer the question, even without reading the passage or book. However, the book inspires you to wonder about this issue. Answer the question first, then explain how the book/passage made you wonder about this issue. You may use a quote to show what inspired your thoughts. Note: There should not be any character names mentioned in an OMO question.

SN#2 (Visualizer) is due on 9/25 (A) & 9/26 (B)

VISUALIZER DIRECTIONS:

Your job is to select a passage from the text that is full of details that paint a picture in your mind. Then, create a visual representation that illustrates specific details of the quote. It should be obvious to the “viewer” how the picture relates to the quote. If necessary, you may add words to the picture to help others understand it. The picture must have color.
Then, write a response that answers one or two of these questions: How is this passage important to the text? What real place or person did you picture while sketching? Why did you choose this scene to illustrate? Why did you choose to draw it the way you did? What parts were difficult to capture in your drawing? What did drawing it help you see differently? Who would you cast in the roles if this were turned into a movie? Why? (This could be famous people or classmates.) How would you design the set and lighting if this were a play? Explain your plan.

Don't forget you need to read at least 50-150 pages and record an hour and a half of reading. Use the bookmark on the back of the rubric to document your reading.

This assignment is due next week: 9/25 (A) and 9/26 (B)

Sticky Note Assignment #1 (Conflict Catcher) Due on 9/15 (A) and 9/16 (B)

It's homework time! In class, we've practiced several reading strategies: connection, word wizard, summary, and conflict. Now, it's your turn to try these strategies on your own, with your own reading. Remember you will turn in six total sticky notes: 3 conflict catcher notes, 1 connection, 1 word wizard, and 1 summary note.

In case you forget the requirements for any of the strategies, we've listed them below. For an extra copy of the rubric/bookmark, visit the handout bin in the classroom. Eventually, we'll make copies available to print at home.

CONFLICT CATCHER

Your job is to identify THREE types of conflict from the story or novel.
For each note, copy the passage that reveals the type of conflict:
human vs. human, human vs. self, human vs. society, OR human vs. nature.
Then, for each note, explain how the passage reveals the type of conflict. You must identify one of the conflicts as the main conflict of the story or novel and explain how this conflict drives the plot.
Your explanation and the support for your explanation must be detailed and must refer to the passage.

WORD WIZARD
Everyone’s job is to find one new or interesting word from your book. First, copy the sentence from which the word was found, and underline the word. Then, copy the definition from a dictionary (online or regular).
Want to go above and beyond? You could also include
-The word’s origin, or the stems/roots/prefixes/suffixes that make up the word.

-Other words that connect to that word because of meaning, sound, or common roots.

-Context clues that helped you figure out the meaning.
-What you thought the word meant before looking it up.
-How the word connects to the writer’s style.

CONNECTION

Each reader will make one connection between the book and our world.
Text to text: Compare the text to another book or even another kind of text like a movie or TV show. You must explain the connection and then explain how the connection has deepened your understanding of the text or enhanced your reading in some way.
Text to world: Compare the text to something happening in the world: a historical event, a current event, or an issue that affects society and the world community. Explain the connection and what you know about the event and then explain how the connection helps you better understand the book or the world event/issue.
Text to self: Compare a character in the book to yourself or compare an event in the book to something that has happened to you or someone you know personally. It may help to think about a time you have had similar feelings to the character or been in a similar situation. Explain the connection and then explain how the connection has deepened your understanding of the text or enhanced your reading in some way.

One Life, Six Words--What's yours?

Recently, we've been writing six word memoirs to decorate our folders. The folders will become a reading/writing portfolio where we'll keep all graded work. We love what you've come up with so far.

Want to share your memoir?

Post a comment (don't forget to use first name and last initial only).

Here are our examples:

Fear change, love change, always changing.
~Mrs. Izzo
Attempted normal life, still got surprises.
~Mrs. Jackson

The Bradbury Letter

Eighth graders in the Advanced and Gifted Language Arts classes at LaVilla will study the short stories and novels of the celebrated American writer, Ray Bradbury (1920- ). His writing style, advanced vocabulary, and original ideas challenge our students and inspire engaging classroom discussions.
In the next few weeks, your student will have the choice of one of Bradbury’s novels to read as part of our author study. Students will read the books in preparation for regularly scheduled small group discussions with students who have chosen the same book. The eighth grade teachers will lead whole class discussions of his work and we will facilitate discussion of particular issues in the small groups. The three books from which students may choose are listed below.

· Dandelion Wine, published in 1947. Short interconnected stories that reflect Bradbury’s all-American childhood growing up in Illinois. (ISBN #0553277537)
· Fahrenheit 451, published in 1953. A novel, now considered to be a classic, which presents a futuristic world in which firemen burn books instead of putting out fires. (ISBN# 0345342968)
· The Martian Chronicles, published in 1950. A series of stories exploring the possibilities and problems with a future colonization of Mars. (ISBN# 0553278223)

We are requesting your permission for your student to read one (or all) of these books. Although written in the 1950’s, the issues Bradbury explores include censorship, racism, the dangers of technology, and end of life as we know it. He uses some mature language to realistically explore these themes and acknowledge the presence of these issues in our society. These books are all in circulation in middle school media centers and at the public library. Any member of the 8th grade Language Arts team would be happy to discuss the books with you. We can also discuss which book would be most appropriate for your child. In fact, some of the titles are suitable for classroom use even without parental permission.
Finally, it would be helpful if each student purchases his/her own copy of the book, once assigned. Because we don’t have enough books for every child to check one out and read at home, we usually share and rotate books between classes so that each student has access to the texts during the school day. Having his/her own copy of the books makes it easier to keep up with the assigned reading and allows students to make notes directly on the pages of his/her book.
This author study has been challenging and popular with our students in the past. We are excited to begin this year. Thank you for the opportunity to read and learn with your students.



Please check one of the boxes below and return this portion by Thursday, August 28th (A day classes) or Friday, August 29th (B day classes). A copy of this letter is available at www.lavilla8ela.blogspot.com.
____ My child may read the books for the Ray Bradbury author study.

____ I’d like to discuss the options available for my child. Please contact me by phone number or e-mail: __________________________________________.

Please Print:
Student Name: _______________________

Parent/Guardian Name: ______________________________


Parent/Guardian Signature: ______________________________________

Summer Reading

Do you want to get ahead on your 25 books for the 08-09 school year? Start here! We even have a form, which is optional, to help you keep up with your reading. You can download copies of that form here. You can also use our bookmark to help you keep up with reading and page numbers. Keep track of the page numbers, the dates you finish the books plus the title and author so you can get credit for all your summer reading. Get a parent signature for each book read as well. Happy summer reading! Note: While every book you read this summer will count toward your 25 book goal, there is no summer reading assignment.

Eighth Grade Reading List:

Title/Author/Pages
Something Upstairs/Avi/128 pages
Milkweed/Jerry Spinelli/208 pages
Wanted/Caroline Cooney/240 pages
Ghost Boy/Iain Lawrence/326 pages
Artemis Fowl/Eoin Colfer/277 pages
Stones in Water/Donna Jo Napoli /209 pages
House of the Scorpion/Nancy Farmer/400 pages
The Ear, the Eye and the Arm/Nancy Farmer/320 pages
Monster/Walter Dean Myers/288 pages
Olive's Ocean /Kevin Henkes/ 217 pages
Crispin: Cross of Lead/ Avi/ 310 pages
Crispin: At the Edge of the World/ Avi /240 pages
Ender's Game/Orson Scott Card/336 pages
Goose Girl/ Shannon Hale/383 pages
Flush/Carl Hiaasen/272 pages
The Golden Compass/Philip Pullman/351 pages

Farewell 8th Graders

We're cleaning up, packing our rooms, and missing you already. It's been a wonderful year. Even during the last week of school we learned more about you when you shared your summer goals. Many of you have a busy summer ahead of you. Enjoy your break and good luck accomplishing all those goals.

Info about awards: If you were honored at the award ceremony, but didn't get your certificate, you may pick it up in the main office. The office is open Monday-Thursday from 7:00 am-3:00 pm.

Final exams, poetry, important dates, and more

EXAMS:

It's that time of year again. District exams begin next week and LaVilla finals are coming up starting on May 27. If you want to get a jump start on studying for our language arts exam, you should check out the following study guide.

The exam will include multiple choice, true/false, and short response questions.
-Reading strategies (Questioner, Connector, Passage Picker, Visualizer)
-Writing Strategies (Leads, Conclusions, elaboration, transitions, etc)
-Timed Writing Strategies (four square, how to read a prompt, etc)
-Literary Techniques (Simile, metaphor, alliteration, etc)
-Test taking strategies (FCAT Reading Test)
-Life is Beautiful (main characters, examples of irony, historical details)
-Your lit circle book
-Introduction to Poetry and how to interpret a poem (Tone, audience, purpose, speaker, etc) (This lesson will be taught next week.)

POETRY:

April was National Poetry Month and unfortunately, we didn't celebrate or commemorate it in any way. We're making up for it in May and we will be sharing some of our favorite poets and poems with you in class. It's also nice that you can count the poems you read toward your twenty-five book total. Twenty poems roughly equal a book so keep track of the ones you read (and be able to recall the poem and say something insightful about it.)

We also want to share links to some of the websites we use to find poems for teaching--and for enjoying on our own.
Poetry 180--The poetry initiatiative created by Billy Collins when he was Poet Laureate.
Favorite Poem Project--The poetry iniative created by Robert Pinsky when he was Poet Laureate.
Poems for Teaching from the Academy of American Poets--A nice collection of poems available online and elsewhere that are perfect for the discussions we've been having in class. You might also like the broader website for the Academy of American Poets.

Enjoy the poems and be sure to tell us which ones you like!

IMPORTANT DATES:

May 19-May 22: District Exams

May 27-May 30: LaVilla Final Exams

May 27-May 30: Sourcebook checks begin this week (See table of contents below)

May 31: Eighth Grade Dance

A DAY TABLE OF CONTENTS

B DAY TABLE OF CONTENTS