AdvancEd Survey

Dear Parents and Students,

You are invited to provide insight and feedback to help us improve our school by taking our AdvancEd Survey.  Please consider helping us with this endeavor.  Student feedback is also important and valuable as we continue to strive toward excellence.  Most students were able to participate in Advisory class.  However, if your child did not, there is a link below.

Parent Survey

http://www.advanc-ed.org/survey/public/section/response/begin?surveyConfigId=314528

Student Survey (Grades 6-12)

http://www.advanc-ed.org/survey/public/section/response/begin?surveyConfigId=314534

Thank you for taking your time to provide valuable feedback.  Go Wildcats!

Happy Reading

7th Grade Author Visit

7th Grade Author Visit

David Stricklen

December 11, 2015

Have a passion for writing and creating stories?  Meet Dave Stricklen who as a young adult enjoyed writing and crafting stories.  It was not until he retired from the police department, that he followed his life long dream of writing.  His first book, Beyond Blackwater Pond, was a huge success.  

8th Grade Unit of Study: The Giver

The Giver

Is it possible to live in a perfect society? What do you value more individual rights or common good? Readers are reading one of the first dystopian novels, The Giver.

December 1-5

Make foldable: characters, theme, symbols and questions

Read Chapters 1-4

December 8-12

Read Chapters 5-10

December 15-19

Read Chapters 11-12

Critically view The Giver

Please download and sign the permission slip if your child DOES NOT have permission to view the movie.
https://docs.google.com/a/nvps.net/document/d/1jRZiXO6cDk5c4aGyiSL8U13B8LV8O0lBrENCh4l50Hc/edit

7th Grade Unit of Study: Studying Characters Through Key Details

Studying Characters Through Key Details

The Outsiders

As students read The Outsiders,  they will analyze characters' external pressures and internals strengths to develop theories about the characters.  Readers will collect text evidence to create a literary analysis.  

https://docs.google.com/a/nvps.net/presentation/d/1mhX0nZfwRsVexjmyWxsn7PKZXDDHIwDD9kWXEk4WT9Q/edit#slide=id.p

Week of December 1-5

Create a foldable to track thinking about characters

Read Chapters 1-4.

Homework:  Read Chapters 5-6 and track thoughts about characters.  

Week of December 8-12

Chapter 1-6 Quiz

Read Chapters 7-10

Homework: Read Chapter 11 and track thoughts about characters

Week of December 15-19

Read Chapter 12

Write a Literary Analysis about Character and Theme
See Rubric
 https://drive.google.com/file/d/0B-39-4UwRXCSV19GSzI0OGFPVGc/edit?usp=sharing

Critically View The Outsiders
Permission Slip to View The Outsiders  (only download and return if your child does not have permission to view)

https://docs.google.com/a/nvps.net/document/d/14vmb4xX3Of4Zh8nG8OJ15mB-uiBl8nGq9U-NKqwm3Tg/edit

Note: Each student was assigned a new copy of The Outsiders to read for this unit. At the end of the unit, students must return the book that was assigned to them.  There will be a $8.00 fee assessed to books with excessive damage and lost books.

8th Grade Grandparent Biography Student Questions

Across Generations Legacy: Grandparent Project

You asked and we answered.  A number of you had questions about the Across Generations Legacy: Grandparent Project.  We compiled your questions and answered them.  Click on the link below to see the questions and answers.

https://docs.google.com/a/nvps.net/document/d/1oX1DvGH1R-lnS8qbAfLOms9oh9Fa6U2cmBzrlsIvHXw/edit?usp=sharing

8th Grade Across Generations: Grandparent Biography

Across Generations: The Grandparent Legacy Project

A biography is a written history of a person’s life.  More than a chronicle of the events a person has experienced, a biography explores the subject’s unique personality.  It is the celebration of a person’s life.

Grandparent Celebration

May 20, 2015

Northview Crossroads Middle School

1:30 t0 2:30

Across Generation Legacy Project

Grandparent Biography: Narrative Nonfiction

Come travel through time, learn from the past, and collect knowledge for a better future.  

Please note all dates are subject to change.  

Make a personal correspondence: Letter or Email * (Be sure to include the need for at least one picture)

11/19

Using block format, write a friendly letter to your subject.  Introduce the project and ask for his/her help.  Explain why you choose to write about your subject.  Invite him/her to the celebration on May 20, 2014 from 1:30 to 2:30 at Crossroads.

Prepare Interview Questions (round 1) Interview must be completed by January 7

Use the guide to develop specific questions as well as to guide your interview.  Draft a minimum of 50 questions.  Ask questions that require thoughtful responses, not just one word answers.  Questions should focus on events in his/her life, his/her thoughts, feelings, and opinions about world events.  Find out how he/she has changed to become who he/she is today.  Discover his/her hopes, dreams, fears, and accomplishments.  Look at artifacts to discover more about your subject.

Conduct interview of subject and take notes *(Be sure to collect and gather ample information)

Arrange for a time to interview your subject.  Meet personally with your subject.  Look at artifacts to discover more about your subject.  Ask about those artifacts.  This is one way to uncover stories.  You may even need a follow up interview by phone, email, etc.   During the interview, record the information.   It may be helpful to ask if the interview may be recorded so you can go back and listen.   Be sure to ask permission.  

Interview another individual who can provide insight *(Be sure to bring notes of interview to class)

Other people who know your subject are a valuable resource.  Find someone who knows your subject well and arrange for an interview.

Read nonfiction texts about historical information and take notes

In order to interview your subject in order to understand the time period in which he or she grew up, you will view clips and read information about different time periods in history.  This information should be woven into the actual biography.

Create a double-sided timeline (life layers)

Timelines help people understand history.  People use timelines to keep track of things that happen on certain days or certain years.   In addition, each event will need a picture or symbol.  

Draft biography (need at least seven stories)

Organize your notes into an outline.  Use the outline to draft small moment stories to highlight key moments of your subject’s life.  Use transitions to help your reader navigate your piece.

Research events/Footnotes

Research at least five historical events that influenced/impacted your subject’s life.  Based on your notes, include at least five summaries to be included in your biography as footnotes.

Create a visual piece for celebration (outside of class as part of homework)

5/15

You are required to create a visual representation of your subject.  This will be displayed at the celebration.   You may make a tri-fold or use a form of technology.   Include photos, artifacts, and other items.   Many people scan or copy the artifacts to protect the originals.   Be creative.  See the visual requirement guidelines.

Celebrate with Family *(During the Gallery Walk, take the Grandparent Survey)

5/20

Have your visual ready!  Bring your dish to pass (optional).  The celebration starts at 1:30 and ends at 2:30.  At the end of the day, be sure to take home your visual and any dishes.

Checklist for the Interviews

While conducting your interviews, be sure to do the following:

• Ask all 50 questions and record responses.

• Get a favorite family recipe.

• Complete the family tree.

• Fill out a Life Layer (Double-sided Timeline).  Be sure to include at least five historical events to research for footnotes.

• Collect other photos and artifacts to use for the visual display.

• Ask another source about your grandparent (aunt, uncle, cousin, parent, sibling). Try to gather anecdotes about your grandparent.

8th Grade Across Generations: Grandparent Biography

Across Generations: Grandparent Biography

Celebration 

May 20, 2015

1:30-2:30 

Crossroads Middle School

As part of our Across Generations: Grandparent Biography, students need to write and send a personal letter to their subject (grandparent).    The requirements are as follows:

• Semi-block or block style 
• Minimum of 3 paragraphs 
• Introduce the project and invite grandparent to celebration
• Explain why writer chose subject (grandparent)
• Ask some general questions and set up an interview
• Letters need to be typed via google docs or blue or black ink  
• Letters need to be mailed by Friday, November 21

Grammar: The 8 Parts of Speech

On Friday, November 24 students will take a take a test on the 8 Parts of Speech.  Students should have comprehensive notes in their notebook along with two foldables.  Please review notes.  The test is worth 100 points.

nouns
pronouns
verbs
adjectives
adverbs
prepositions
conjunctions
interjections

Students will need to define each part of speech.  Additionally students will need to identify the parts of speech.

Kaleidoscope! Writers Wanted!

The Michigan Reading Association invites students to submit a piece of writing to their language arts teacher.  Judges will then select one piece to represent Crossroads in the Michigan Reading Association's Kaleidoscope.  

SPECIFIC GUIDELINES:

One entry per school building, any grade K-12.  Turn selection in to Mrs. Vogel by December 7.

The original manuscript may be prose or poetry.

Students may submit a black line drawing as a scanned photo within the Word
document (due to space limitations, drawing may not be published).

The entry must be in “polished” form (no invented spellings).

Manuscript must be emailed as a Microsoft Word document
to mra@michiganreading.org. Include student name and
teacher contact information in the email.

WORD LIMIT – Please count accurately.

K - 6^th grade 250 words

7^th – 12^th grade 500 words

Student Information Sheet MUST be completed and attached
to entry email as a Word document or scanned attachment.

For more information contact the Michigan Reading Association office,

mra@michiganreading.org or (616) 647-9310.

 

8th Grade Investigative Journalism

8th Grade Investigative Journalism Unit

Presents background knowledge on issue (could be the at beginning for a lead)	/10
Includes anecdotes (stories, and examples)	/10
Includes direct quotes (from the interviews conducted)	/10
Adheres to journalistic tone	/10
Uses a story to teach a lesson, comment on a social issue, and/or develop a point of view.	/10
Incorporates transitional phrases	/10
Circles back to central idea/issue or leaves the reader feeling a sense of closure at the end	/10
Uses paragraphs as a way to organize your article and best bring out the meaning of your story and reach the audience	/5
Uses action, dialogue, details, inner thinking to convey an issue, idea or lesson. Uses specific details and figurative language to help the reader understand.	/10
Varies tone to match the variety of emotions	/10
Uses resources to check spelling. Varies sentence structure and correctly punctuates dialogue (especially when including interviews)	/5
Total:	/100

7th Grade Realistic Fiction Short Story

7th Grade Short Story  Realistic Fiction

Created a narrative that has realistic characters, tension, and change; and that not only conveys, but  also develops an idea, lesson, or theme.	/10
Wrote a beginning that not only sets the story in motion, it also grounds it in a place or situation. It includes details that will later be important to the story. These details might point to the central issue  or conflict, show how story elements connect, or hint at key character traits.	/10
Used transitional phrases as well as paragraphs for organization	/10
Gave the reader a sense of closure by showing clearly how the character or place changed or the problem was resolved. If there was no resolution, then the author gave details to leave the reader thinking about a central idea or theme.	/10
Used a traditional - or slightly modified - story structure (rising action, conflict, falling action) to best bring out the meaning of his story and reach his audience.	/10
Developed the action, dialogue, details, and inner thinking to convey an issue, idea, or lesson. The author  showed what is specific about the central character. The author developed the setting and the characters’ relationship to the setting.	/20
Developed change in characters and situations. Used specific details and figurative language to help the reader understand the place and the mood (making an object or place symbolic, using the weather, using repetition). Also used varied tone to match variety of emotions experienced by the characters across the story.	/20
Used resources to check sure my spelling was accurate as well as grammar and punctuation	/10
Total:	/100