Have a Great Summer!
Wishing everyone good luck in High School!
Remember to contact he High School you will be attending next year and make an appointment with the counseling department for your enrollment.
Report Cards will be mailed home on Wednesday, May 29th.
It's been a great pleasure!
Hope everyone has a wonderful summer!
Reading Inventory and Year in Review
This week our students will be taking the Reading Inventory (RI). The RI is a reading comprehension test that assesses students’ reading skills. The score from this test helps teachers place students on the correct educational path, adjust their teaching style to students’ needs, track students’ reading growth over time, and match readers to books appropriate for their skills.
ELA Students will be working on reviewing grammar and reading skills learned throughout the year. Students who owe assignments for Quarter 4 will have an opportunity to complete and turn them in.
Also this week, students will be participating in their grade level Field Day. Students will get to experience a variety of fun activities in a friendly and safe environment.
Field day dates are as follow:
8th Grade - Wednesday, May 15th
7th Grade - Thursday, May 16th
6th Grade - Friday May 17th
East Cobb MS International Night Celebration
Please join us for our International Night celebration and enjoy an evening of fun, food samples, dance, music, art and learn about the cultures that represent the diversity of our families. Students must be accompanied by a parent or guardian.
When: Tuesday, May 7, 2018
Where: East Cobb Middle School
Time: 6:00-8:00 PM
The Boy in the Striped Pajamas: Sections 4 and 5
Last week, students watched the movie version of The Boy in the Striped Pajamas. This week, we will be reviewing and discussing the last section of the text. Students will be completing activities in class and getting ready for the novel test. Students will focus on chapter 10 to compare the two major characters of the story. They will work independently to complete an open book analysis of this chapter for a grade.
Additionally, students will select one of the characters from the novel and create a profile using quotes from the book to support the information they present. Thursday, students will take the final novel test.
Friday, students will catch up on any missing work for this quarter.
The Boy in Striped Pajamas: Section 3
8-11This week 8th grade students will take Social Studies and Science Milestones Test on Monday and Tuesday.
We encourage students to get plenty of sleep and come to school prepared for these assessments.
Wednesday, we will resume our regular ELA class and continue reading The Boy in the Striped Pajamas. We will finish chapters 7 and 8, then focus on Section 3, chapters 8-10.
Chapter 9: Bruno Remembers that He Used to Enjoy Exploration
Chapter 10: The Dot that Became a Speck That Became a Blob...
The Boy in the Striped Pajamas: Section 2
This week 8th grade will be taking their Math Milestones Tests on Monday and Tuesday. We strongly encourage that students eat a healthy breakfast and come to school well rested, so they can better focus on each test section.
Wednesday, we will continue reading The Boy in the Striped Pajamas, and complete activities for each section of the text. We will focus on Section 2, which contains chapters 5 through 8. Students will complete activities for these chapters.
Section 2: The Boy in the Striped Pajamas
Chapter 5: Out of Bounds at all Times and No Exceptions
Chapter 6: The Overpaid Maid
Chapter 7: How Mother Took Credit for Something She Hadn't Done
Chapter 8: Why Grandmother Stormed Out
There will be a quiz on Friday covering Holocaust vocabulary (click on the link to study the words).
The Boy in the Striped Pajamas: Section 1
This week 8th grade will be taking their ELA Milestones Tests on Monday and Tuesday. We strongly encourage that students eat a healthy breakfast and come to school well rested, so they can better focus on each test section.
Wednesday, we will begin reading The Boy in the Striped Pajamas, a 2006 Holocaust novel by Irish novelist John Boyne. We will alternate reading with the audio-book version of the novel and complete activities for each section of the text.
This week we will focus on Section 1, which contains chapters 1 through 4. Students will complete a brochure, due Friday, describing the setting, characters and highlighting important details from this section.
Section 1: The Boy in the Striped Pajamas
Chapter 1: Bruno Makes a Discovery
Chapter 2: The New House
Chapter 3: The Hopeless Case
Chapter 4: What they See Through the Window
The Challenge to Make a Difference
The world has dark pages in its history, and at times the challenge of righting such immeasurable wrongs seems impossible. Reading a series of narratives about the Holocaust will reveal the worst in human behavior, but it will also show how individuals can find light in the darkness. In this unit, students will present the voices of fictional or real people who fought the darkness of the Holocaust by helping, hoping, or persevering. Students will also apply the lessons of the past to start making a difference today by raising awareness and encouraging people to take action about a significant national or global issue.
~ from ELA Grade 8 Springboard text ~
Students will begin by unpacking the unit and familiarizing with the academic vocabulary and literary terms they will study as they study the narratives.
Goals for this unit:
Upcoming Milestones Test Dates for 8th Grade:
Embedded Assessment: Writing an Argument Essay
Our focus of study this week is writing an argument essay. We had the opportunity to visit the Learning Commons and search Cobb Virtual Library, where students worked on finding evidence and taking notes that they will to support their claim.
This week, students will be putting it all together, as they use their outlines to create a well developed argument writing. Students need to turn in the outline and the final essay this Friday March 29th. Since this assignment is being completed in class, no late work will be accepted!
Additionally, students continue working on their IXL assignment for Persuasive Strategies (a score 80% or above on each skill is needed to show mastery) :
The following resources may assist as students develop their argument writing:
Next week we will be on Spring break and school will be closed!
Conducting Effective Research to Gather Evidence for Writing
8th Grade ELA students continue to learn and apply the elements of argumentative writing to their own writing. Students continue to read examples of argumentative writing from different writers to identify the elements of argumentation and persuasive techniques.
This week, students will be learning to formulate effective questions to focus their research. They will visit the Learning Commons and learn to identify appropriate sources that can be used to support an argument.
Guidelines for writing an argumentative essay are available on page 171 of the student's Springboard text. Page 172 of the same text contains the rubric that will be used to grade the essay. Students will select from a flow map, an outline or other approved graphic organizers to take notes and develop the rough draft for their argumentative essay.
The following link provided an example for students to refer to as they work on the introduction for their argumentative essay.
Also, the grading period for Quarter 3 closed last Friday March 15, 2019. Students and parents will soon be able to check the academic progress online.
Online Report Cards available on StudentVue and ParentVue
Elements of Argumentation
This week, students will work collaboratively to analyze and identify the skills and knowledge necessary for success in the Embedded Assessment 2: Writing an Argumentative Essay. Students will select a topic from a list to develop their own argumentative writing in class. They will examine the rubric that will be used to grade their writing assignment.
As they prepare for this assessment, they will read examples of argumentative essays to identify parts of the writer's argument, evaluate the writer's ideas, point of view, or purpose. Students will learn to determine how the writer manages counterclaims and to identify and apply the six elements of argumentation in their writing.
Based on their current understanding, students will explain the similarities and differences between explanatory and argumentative writing.
Wednesday is Early Release Day: Students will be released 2 hours early
-Password is: student ID
Skill Practice : studentID@ecms