Ms. Flood

Reading Journal topics

Students must respond to journals topics each week. AC classes must write at least two pages.  Purple class must write at least one page per week.  Students respond using the AR book of their choice.

Download Reading Journal Choices2009

Week of Nov. 9

Book Fair is this week, Monday  - Friday , 8:30 - 5:00, in the 8th-grade commons.  It will also be open for the Holiday Shoppe on Sat., 11/14, from 10:00 - 3:00.  Mrs. Flood's classes will visit the book fair Wednesday, Nov. 11.

Assignment for all classes: Reading comprehension B on Skills Tutor.  Take the pre-test. If you score 90% or better you only need to take the Posttest.  If you score less than 90%, you must complete Skills 1, 2, 3 and then the Posttest.  Access Skills Tutor through the Hightower Website. Use your first and last name with no space.  Site name is Hightower01  Your password is your lunch number.  Complete this by Nov. 18.

Monday:

• D.G.P. #13
• Write rebuttal paragraph AC
  
• Type your essay-review MLA style in class
• Purple class - finish body argument paragraphs
  
• Purple class - complete practice quiz    Download Practice DGPquiz#2
  

Tuesday:

• D.G.P.-review for Wed. quiz 
• Purple class- write rebuttal   type at home from planning sheet
  
• A C Write conclusion- review how to conclude a persuasive essay
• Keep typing your essay at home from planning sheet
• Review Works Cited page and internal citation
  

Wednesday: 

• D.G.P. Quiz
• Book fair
• HW:  finish drafting and type a draft of your essay-double spaced.
  

Thursday:

• D.G.P.
• READING BENCHMARK TEST--Reading comprehension (see skillstutor for review)
• Purple: write conclusion and review MLA style
  
• Self editing activity in class--you must have typed draft in class
  

Friday:

• D.G.P
• Purple:  self editing on a type draft--it must be double spaced for revising
• A C  peer editing for final draft  --

Reading log form

Use this form for recording your minutes, pages, etc. Please include book titles and dates.  Parent or guardian signature is required for full credit.  Late logs will not receive full credit.

Download Reading log

Week of Nov. 2

Monday: 

• All classes---Lesson in Writing and Grammar textbook p. 560-562  Comparison of Adjectives and Adverbs
• Write the key concepts in the notes section of your notebook
• Complete Ex. 1, 2, 3 for T.O.C.  entry
• Writing:  Plan your persuasive paper with an informal outline  Download CLASS SETOutline
• Use your thesis and three reasons to form this outline
• AC classes-this outline is due on Wednesday
• Purple class--we will work in class on your outline (see attachment above)

Tuesday:

• Student holiday   Many of you did not have a reading log signed--bring it on Wednesday
• Catch up on those reading response journals
• Get some sleep!
• Bring in the syllabus addendum
• Purple class--bring in your UTQ letter for upcoming study by the University of Michigan

Wednesday:

• D.G.P.
• Continue with persuasive paper
• AC classes will write introductory paragraphs 

Thursday:  

• D.G.P.
• Continue with persuasive paper - rebuttal paragraph
• Purple class:  introductory paragraphs
• Hand out planning format

Friday:

• D.G.P.
• Draft in class - persuasive essay
• Add some research to fill in any gaps in essay/record your sources
• Download PERSUASIVE PLANNING SHEET2009finaldraft
• Go ahead and type your introduction and any completed body paragraphs (double space)
• HW:  Write a journal over the book you have been reading
• Next reading log due Nov. 16

D.G.P. Quiz next Wed.  Study your daily work and packet.  Help is available Monday and Wednesday mornings.

Addendum to syllabus 09/10

Download ReadingAddendumSyllabus2009.10    This needs to be signed by all language arts students.  Return to Mrs. Flood

Week of October 26

Monday: 

• D.G.P. #11 its very warm in our classroom today
• Turn in journals 1-3 (2nd qtr)  Reading log is due next Monday
• Finish debates
• Finish spelling unit 4  and check in class
• Review persuasive appeals -Quiz on Wednesday  Study notes & pp 252-253 in Reader's Journey

Tuesday:

• D.G.P.
• Review Fact and Opinion
• Review appeals used in advertising
• Finish spelling unit 4 (AC only)  turn in after correcting
• Review classwork from last Friday (argument charts)

Wednesday:

• Quiz on persuasive appeals, techniques
• Hand out persuasive topics
• Go to the media center and research topics
• Choose a topic 
• Begin a T-chart on the topic   then choose which side you want to take
• HW: Look for articles and print at home/keep all bibliography information

Thursday:

• D.G.P.   Wed. and Thursday
• Quick review of paraphrasing/note taking/citing sources
• Research in media center on your topic
• You will complete a bibliography page (works cited) Make sure you record all this info as you take notes
• Form an opinion statement

Friday: 

• D.G.P.--diagram sentence
• Last day to research topic in media center
• Find quotes from experts, statistics, facts, and stories to support your opinion statement
• Logs and journals due on Monday

2nd nine weeks' AR goals

In order to receive  a 100% in Accelerated Reader, AC students must complete at least 4 books and on level students at least 3 books.

Students should choose an AR book in the following genres:

·1 autobiography or biography or informational nonfiction

· 1 nonfiction informational (AC only)

· 1 fiction (novel)

·  1 book of your choice

You must pass the AR test for the book to count. Some challenging books over 300 pages in length may count as 2 books. Also, the book level of all books must meet or exceed the student's lexile level.

Reading minutes should be logged on the Reading Log for a reading grade. Parent signature is required. Completed books should be written on the "25 Book Goal" list in each student's planner.

Your books should be in your lexile range  (approximately 100 below up to 50 above)

http://www.lexile.com/EntrancePageHtml.aspx?1   Equivalent AR book level is 7.5 and above.

In order to receive  a 100% in Accelerated Reader, AC students must complete at least 4 books and on level students at least 3 books.

Students should choose an AR book in the following genres:

·1 autobiography or biography or informational nonfiction

· 1 nonfiction informational (AC only)

· 1 fiction (novel)

·  1 book of your choice

You must pass the AR test for the book to count. Some challenging books over 300 pages in length may count as 2 books. Also, the book level of all books must meet or exceed the student's lexile level.

Reading minutes should be logged on the Reading Log for a reading grade. Parent signature is required. Completed books should be written on the "25 Book Goal" list in each student's planner.

Your books should be in your lexile range  (approximately 100 below up to 50 above)

http://www.lexile.com/EntrancePageHtml.aspx?1   Equivalent AR book level is 7.5 and above.

In order to receive  a 100% in Accelerated Reader, AC students must complete at least 4 books and on level students at least 3 books.

Students should choose an AR book in the following genres:

·1 autobiography or biography or informational nonfiction

· 1 nonfiction informational (AC only)

· 1 fiction (novel)

·  1 book of your choice

You must pass the AR test for the book to count. Some challenging books over 300 pages in length may count as 2 books. Also, the book level of all books must meet or exceed the student's lexile level.

Reading minutes should be logged on the Reading Log for a reading grade. Parent signature is required. Completed books should be written on the "25 Book Goal" list in each student's planner.

Your books should be in your lexile range  (approximately 100 below up to 50 above)

http://www.lexile.com/EntrancePageHtml.aspx?1   Equivalent AR book level is 7.5 and above.

Duke Gifted Newsletter Fall 2009

duketip@tip.duke.edu

Welcome to the Fall 2009 edition of the Duke Gifted Letter! We hope you enjoy these informative articles aimed at helping handle unique situations that arise from raising gifted children. Please also consider taking a 2-minute survey to help ensure the content of future Duke Gifted Letters is as relevant and helpful as possible. When Praise Goes Awry by Sylvia Rimm, PhD Parents and teachers can use praise to motivate their children; they can thrive on it. Nevertheless, praising effectively can be difficult. Gifted Program Administration: Mission Impossible? by Richard Courtright, PhD This article begins a short series about the many roles that administrators of gifted programs often play in school systems. Overexcitabilities and the Gifted Child by Anne N. Rinn, PhD Does your child fidget a lot? Have more energy, or an unusually strong reaction to sounds or smells? Or perhaps frequently emotionally “overreact” a lot? If so, your child may have one or more overexcitabilities. English Language Learner Students and Gifted Identification by Michael Matthews, PhD Students who are English Language Learners are among the least represented students in gifted education. This article serves as an introduction to the issue and offers suggestions for how to improve identification procedures. Review of Financial Websites by Matthew C. Makel, PhD DGL went on the search for free, online resources that will help you talk to children about financial issues and let them try their hand at investing. DGL Survey Have ideas you would like to see covered in future issues of DGL? Want to give feedback on the current issue? Take a quick 2-minute survey to help us provide the information you need to raise your gifted child.

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Week of October 19

Purple class:  bring in cans of food to homeroom for the food drive. Make sure you bring back your reports card signed, also.

Monday:

• D.G.P. # 10 my friend jose will travel here on tuesday
• Turn in reading logs  (all classes)
• AC students should have two journals /two pages each
• Purple class should have two journals, minimum one page each 
• Purple class:  final preparation of debates/complete speaker note cards
• -------------------------------------------------------------------------------------------
• AC classes continue debates

Tuesday:  Purple and Orange class: bring back research study permission form

• Late logs may be turned in for an 80%--(these grades will be posted in your Reading class on Pinnacle)
• D.G.P.  
• Purple class:  debates  1 and 2
• ------------------------------------------------------
• Red class-finish last debate
• Read "All Together Now"   answer 1, 2, 3 in Reader's Journey  p 254
• McDougal Littel literature read  "Why We Shouldn't Go To Mars" respond to A, B, C in margins

Wednesday:

• D.G.P.
• Purple class:  debates, 3, 4, 5
• -------------------------------------------------
• AC:  Discuss Barbara Jordan's speech "All together Now"
• Expressive reading activity

Thursday:  Wear Orange Today

• D.G.P.  
• Go to the media center
• Skillstutor assignment   due  October 28
• Discuss "Why We Shouldn't Go to Mars"

Friday:  Blue Ribbon Day

• Spelling unit- homophones
• Write answers on answer sheet, not in the book
• Keep in the Table of Contents
• Make sure your journals are ready to turn in Monday

Week of October 12

All students should read an average of 30 minutes per day/150 minutes per week.  Minutes should be recorded along with book title and number of pages on reading logs.  The next log grade will be Oct. 19. Make sure there is a parent/guardian signature. Late logs received the next day receive a 75%.  Two days late receive a 50%. 

Monday:

• ALL CLASSES:  D.G.P.  #    always write your name on your paper
• Purple class:  finish questions on "All Together Now" p. 254 Discuss
• Read "The Promise" p 916 in McDougall Littell
• Determine author's claim (stand) and find reasons and evidence
• Record on classification chart  T.O.C. #2  Download Classification chart
• --------------------------------------------------------------------------------------------
• AC:
 Turn in mini-posters 
• Hand back essays; file in writing folders
• Assign groups for mini-debates and go to media center to research

  Tuesday:

• All classes: D.G.P.
• Purple class:  review "The Promise"  reasons and evidence
• Divide into groups, assign topics - research in media center
• -----------
• AC:  continue research on T-chart   Divide into teams of "2"
• Plan debate arguments/gather data, evidence, support for arguments
• Research articles at home if you do not have enough information on your topic

Wednesday:

• D.G.P.
• Purple class: return to the media center to finish researching topic
• AC: plan debates / final research in media center

Thursday:

• D.G.P.
• Purple class: plan debates
• AC: begin debates
• Class judges and votes on most persuasivie team

Friday:

• Debates