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September 4, 2008
Dear
Parents,
Hello
and welcome to the 2008-2009 school year at St. John of the Cross
Parish School.
This
year, I will be teaching Reading to all of the seventh and eighth
graders. Miss Smith will be teaching the writing, grammar, and
spelling portion of the Language Arts curriculum. I will also be
teaching Religion to my eighth grade homeroom in Room 117.
General Notes
·
My
newsletter will be available online at the SJC website at the
beginning of each month. Although you will find it under the heading
of “7th & 8th Grade Reading”, you can also
check here for updates on what is happening in my 8th
grade homeroom class (117).
·
Please
make sure you have read the Parent/Student Handbook with your
children. They are responsible for knowing the information in that
handbook!
·
Please
check the calendar on the SJC website regularly for important dates.
·
Remember
that the 7th and 8th grade Parent Meeting is
on September 23rd. Please plan to attend
to receive information regarding this school year.
·
Due to
the late lunchtime, snacks will be allowed for all 7th
and 8th graders during 3rd or 4th
period of the day.
·
Students
are expected to arrive at school in the morning by 8: 50 am at the
latest. They are also expected to be in their seats in their
homeroom by 8:55 am, or they will be considered tardy.
·
I have a
bulletin board in my classroom designated for “8th Grade
News”. Students are encouraged to check the board frequently for
important information.
Religion-Homeroom 117
¨
The
theme for this school year is “Journey with Saint Paul in Service
and Harmony”. Pope Benedict has declared a special jubilee
year dedicated to St. Paul, which will run from June 28, 2008
through June 28, 2009 to mark the approximate 2000th
anniversary of this great missioner’s birth. Eighth grade homerooms
all have bulletin boards displaying “Walking Tall with Saint Paul”.
Each month, a different treasure of the Spirit will be highlighted.
Each student will write and reflect upon what he or she has done to
personally exhibit that treasure. For September, they are
concentrating on “Goodness”.
¨
Students
have completed their Self-Esteem Posters, which allow them to
illustrate a self- portrait, and also to highlight all their diverse
talents and personal qualities.
¨
We will
begin working through the Religion book Confirmed in the Spirit,
in order to prepare for Confirmation. We are working on “Images of
the Holy Spirit” and how these apply to our lives.
¨
Students
should remember to continue tracking and reflecting upon their
service experiences for Confirmation.
______________________________________________________________________
7th
and 8th Grade Reading
·
In 7th
and 8th grade, students will explore different genres of
literature through the use of different grade level editions of the
reading textbook Literature: Timeless Voices, Timeless Themes.
These textbooks will usually be kept in my classroom. Students will
generally not need these books to complete homework assignments.
However, if a student would like to take a book home for additional
study, he or she can let me know, and I will certainly allow them to
do so.
·
The
larger focus this year will be on the exploration of various novels,
with different selections at each grade level. Additional emphasis
will be placed on the enhancement of higher order thinking skills
and increased vocabulary development.
·
My
grades for your children will come from a variety of assessments
including, but not limited to, tests, quizzes, group work done
during class, homework, class discussions, oral presentations,
projects, and book reports. Homework given will sometimes be
formally graded. I also take class participation and group
participation into consideration. Students should actively
participate in class discussions (this does not mean they always
have to have the right answer), come prepared for class, stay on
task, etc. Please see the criteria for assessment of participation
at the end of this newsletter. Students have also received a paper
copy of this information.
·
Students
will be issued Homework Notices, as indicated in the Parent
Handbook, for missing homework assignments. In addition, please
remember that homework is not always written. For example, students
will be asked to complete independent reading assignments for
homework. My expectation is that they will do this, so that they
will be prepared for class discussion, or related assignments to be
completed in school. Students with any homework notices are not
eligible for Academic Excellence in Reading.
-
All
homework assignments will be written on the board. Students have
now been made aware of which students share their daily
schedule. Your children should arrange for these students to
become their homework buddies. The job of the homework
buddy is to gather books from the absent child’s locker, write
down all daily assignments. And bring books to the office at the
end of the day Unless otherwise requested, the homework buddy
will bring your child’s books and assignment sheet to the office
for your pick-up. Please do not email the teacher for this
help as we often don’t see this request until the end of the
day, after the students have gone home. Instead, leave the
request with the office, when phoning in the absence. Although
well intentioned, the homework buddies do not always do a
perfect job. Ultimately, in the event of an absence of any
length, students are responsible for speaking with me regarding
missed assignments. They are responsible for making up any
missed work due to illness, vacation, etc. If they are absent
one day, they have an additional school day to make up the work.
If they are absent two days, they have two school days, etc.
·
I do ask
that all my students have a book, appropriate magazine, or newspaper
with them at all times, during school, in case they finish work
early. I have a classroom library available, and students can borrow
books if they wish.
·
For
long-term project assignments (including book reports), students
will always be given a description of the project in writing, well
in advance of the due date. I also use rubrics for assessment and
grading of all larger individual and group projects. It is the
student’s responsibility to follow directions as stated, and the
student’s responsibility to ask me for clarification before, during
or after school, as necessary.
-
Should you need to speak with me about any questions or
concerns of your own, please feel free to contact me by a note,
email (mcmanus@sjc.pvt.k12.il.us), or a phone call at school.
Email is probably the most efficient way to reach me during the
school week, and assure a quicker response.
-
Attached at the end of this newsletter you will find “Rules for
Working in A Group” for my 7th and 8th
grade classes. Students were given a copy of this document,
which is to be kept in their docket, as they are held
accountable for adhering to these rules.
-
Please make sure your child has a supply a Post-its for use in
annotation of novels this year.
-
In
7th Grade Reading:
-We are
currently working on character analysis for And Then There Were
None by Agatha Christie (required Summer Reading). Students are
working in groups to illustrate and analyze each of the ten
important characters in this novel. Character analyses will be
presented in class in order to serve as a review for a final test,
with a primary focus on characterization. Students will also work on
critical thinking questions related to the novel, giving them an
opportunity to connect the text to their own lives and to the world
around them.
-The
first fiction book report will be assigned on Friday, September 5th,
and due at the beginning of October. Please expect a description of
the assignment and a rubric to come home with your child on the 5th.
-Students have analyzed theme in the novel Gathering Blue
(required Summer Reading) by Lois Lowry. They are also working in
groups to create Venn Diagrams comparing and contrasting the utopian
society of The Giver by Lois Lowry with the dystopian society
of Gathering Blue. A final test will focus on a
comparison/contrast of the two societies in these novels.
- The
first fiction book report will be assigned on the week of September
8th, and will be due at the beginning of October. Please
expect a description of the assignment and a rubric to come home
with your child next week.
__________________________________________________________________________________________________
Rules
for Working in a Group
1.
Respect for all
·
No
criticisms/Include everyone/Leave out no one
·
Ask for
everyone’s ideas and opinions at the beginning
·
Review
rules or set particular rules at the beginning
2.
Divide work equally
·
Assign
specific jobs, responsibilities and put them in writing
3.
Come to each group meeting well prepared
·
All
members take responsibility for tasks that need to be completed
outside of school (i.e., bringing a poster board, reading certain
pages)
·
Remind
each other of responsibilities at home with a note or a phone call
·
Inform
group if you think you will be absent (at school; with a phone call
the night before)
·
Tell at
least one group member where necessary items are in your locker
(i.e., notes)
4.
Stay on task
·
Assign a
group leader-this person is responsible for redirecting the group
·
Redirect
one another, as needed
·
Eliminate
distractions
·
Respond
with appropriate questions and comments only
5. All
members must actively participate at all times
·
If
someone is not talking, prompt them with questions to increase
involvement
·
Limit the
amount of time one person can talk continuously to 2-3 minutes
6.
Only one person talks at a time
·
Use a
“talking stick”-only the person holding the stick can talk
·
If
someone continues to break this rule, they are not allowed to speak
for 2-3 minutes
7. No
screaming or yelling
·
Remind
one another to use inside voices
·
If
someone continues to break this rule, they are not allowed to speak
for 2-3 minutes
8.
Settle all disagreements peacefully
·
Try to
listen to all opinions, and come to a compromise
·
If unable
to compromise, take a vote and the majority rules
·
In the
event of a tie, use “rock-paper-scissors” to decide
9.
Work as a team
·
Encourage
one another in a positive way
·
Quiz or
help one another to increase understanding
10. No
wandering away from the group or disrupting other groups
·
Redirect
one another
·
Ignore
intruders to your group
11.
Group work will be evaluated/graded
·
Group
members will be evaluated by the teacher (individually and as a
group) and by one another
*Before involving a teacher to solve a problem within your group,
you must try at least one strategy to solve it on your own. The
teacher has the final say in the resolution of group conflicts.*
__________________________________________________________________________________________
Class
Participation Rubric
Mrs. McManus
-7th & 8th Grade Reading
Participation will impact your trimester grade. Some rubrics contain
formal evaluation of participation.
Which category
best describes you?
Outstanding
Contributor:
¨
Always
comes prepared for class and ready to work
-
Contributions
reflect exceptional preparation and offer relevant
information to discussion
-
Asks
appropriate questions to enhance understanding
-
Always
on-task
-
Never
distractive within the learning environment
-
A
conversational leader in discussions
-
Regularly
volunteers to answer questions (answers need not always be
right, but must be appropriate)
-
Encourages
content discussion within the class
-
Always
demonstrates active listening and turn-taking
-
Leads
the discussion, but does not consistently try to dominate it
Very Good
Contributor:
-
Almost
always
comes
prepared for class and ready to work
-
Contributions
reflect very good preparation and offer relevant
information to class discussion
-
Asks
appropriate questions to enhance understanding
-
Almost
always
on-task
-
Never
distractive within the learning environment
-
Initiates
conversation in discussions
-
Often
volunteers to answer questions (answers need not always be
right, but must be appropriate)
-
Takes part
in content discussion within the class
-
Almost
always
demonstrates active listening and turn-taking
-
Takes part
in
the discussion, but does not consistently try to dominate it
Good Contributor:
-
Almost always
comes prepared for class and ready to work
-
Contributions
reflect good preparation and offer relevant information
to class discussion
-
Asks
appropriate questions to enhance understanding
-
Almost
always
on-task
-
Almost
never
distractive within the learning environment
-
Sometimes
initiates conversation in discussions
-
Often
volunteers to answer questions (answers need not always be
right, but must be appropriate)
-
Takes part in
content discussion within the class
-
Usually
demonstrates active listening and turn-taking
-
Takes part in
the discussion, but usually does not consistently try to
dominate it
Satisfactory Contributor:
Often
comes prepared for class and ready to work
-
Contributions
reflect satisfactory preparation and occasionally
offer relevant information to class discussion
-
Sometimes
asks appropriate questions to enhance understanding, but
sometimes asks inappropriate questions
-
Usually
on-task, but sometimes demonstrates off-task behavior(talking
to friends, yelling out, writing notes, putting head down on
desk, etc.) and sometimes needs to be redirected by the teacher
-
Usually
not distractive within the learning environment
-
Sometimes
participates
in class
discussion when others initiate it
-
Sometimes
volunteers to answer questions (answers need not always be
right, but must be appropriate), or occasionally gives
inappropriate answers
-
Sometimes
takes part in content discussion within the class
-
Occasionally
demonstrates active listening and turn-taking, but sometimes
appears to be in his or her own world
-
Sometimes
takes part in the discussion but usually does not lead
it ,or may try to dominate it
Somewhat
Satisfactory Contributor:
-
Occasionally
comes
prepared for class and ready to work
-
Contributions
reflect somewhat satisfactory preparation, but usually
do not offer relevant information to class discussion
-
Rarely
asks appropriate questions to enhance understanding, but
often asks inappropriate questions
-
Sometimes
on-task, but sometimes demonstrates off-task behavior(talking to
friends, yelling out, writing notes, putting head down on desk,
etc.) and often needs to be redirected by the teacher
-
Sometimes
distractive within the learning environment
-
Seldom
participates in class discussion when others initiate it
-
Rarely
volunteers to answer questions (answers need not always be
right, but must be appropriate), or often gives
inappropriate answers
-
Rarely
takes part in content discussion within the class
-
Occasionally
demonstrates active listening and turn-taking, but often
appears to be in his or her own world
-
Rarely
takes part in the discussion, but rarely or never leads
it, or often tries to dominate it
-
Exhibits
some problems with self-control in the classroom
Unsatisfactory Contributor:
-
Rarely or
never
comes
prepared for class and ready to work
-
Contributions are nonexistent or reflect unsatisfactory
preparation, and rarely or never offer relevant
information to class discussion
-
Very
rarely or never
asks appropriate questions to enhance understanding, or quite
often asks inappropriate questions
-
Rarely or
never
on-task, and usually demonstrates off-task
behavior(talking to friends, yelling out, writing notes, putting
head down on desk, etc.) and usually needs to be
redirected by the teacher. This student refuses to change
behavior, even after repeated confrontations by the teacher.
-
Usually
distractive within the learning environment
-
Rarely or
never
participates in class discussion when others initiate it,
and/or exhibits a noticeable refusal to do so
-
Rarely or
never
volunteers to
answer questions (answers need not always be right, but must be
appropriate), or usually gives inappropriate answers
-
Rarely or
never
takes part
in content discussion within the class, and/or actively
withdraws from it
-
Rarely or
never
demonstrates
active listening and turn-taking, but usually appears to
be in his or her own world
-
Rarely or
never
takes part in the discussion, but rarely or never leads it, or
often tries to dominate it.
-
Exhibits
frequent problems with self-control in the classroom
This page was adapted from Brown University's Prof. John
Tyler of the Department of Education's site,
"Class Participation Assessment Guidelines"
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