All students read in their books for 10 minutes.
7th grade
Students took a pop quiz on sentence diagramming. They were asked to diagram simple subjects, predicates and adjectives. Thus far, it seems that 75% of the students did not pass the quiz. I will be reteaching these concepts next week.
We began reading Gary Soto's "First Love." On Tuesday, students will finish the story and plot the main plot using a plot diagram.
Homework: Enjoy your weekend!
8th grade
Students took a pop quiz on sentence diagramming. Students were asked to diagram simple subjects, predicates, adjectives and adverbs. Students who did not pass will be asked to stay for tutorial as this was a review of last year's material. We will begin diagramming prepositions the week after next as an enrichment segment of writing a setting for our short story.
We read Gary Soto's "First Love." Students began diagramming the main plot and will continue to diagram the subplots of this story on Tuesday.
Homework: Enjoy your weekend!
Friday, August 29, 2008
Thursday, August 28, 2008
Today in Language Arts-Writer's Workshop
All students submitted their Reading Folders.
7th grade
We reviewed plot structure. In groups, students created a story plot line from a picture that was given to them. Students worked in groups to first generate a draft of their story. After meeting with a group, if their plot structure was formulated correctly, students were then given chart paper on which to compose their plot diagrams. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.
Homework: Review your notes for sentence diagramming. Quiz tomorrow!
8th grade
I reviewed examples of main plot lines and subplots with students. Then students spent most of the hour developing their plots and subplots for their short stories. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.
Homework: Review your notes on sentence diagramming. Quiz tomorrow!
7th grade
We reviewed plot structure. In groups, students created a story plot line from a picture that was given to them. Students worked in groups to first generate a draft of their story. After meeting with a group, if their plot structure was formulated correctly, students were then given chart paper on which to compose their plot diagrams. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.
Homework: Review your notes for sentence diagramming. Quiz tomorrow!
8th grade
I reviewed examples of main plot lines and subplots with students. Then students spent most of the hour developing their plots and subplots for their short stories. We ended the hour reviewing sentence diagramming in preparation for tomorrow's quiz.
Homework: Review your notes on sentence diagramming. Quiz tomorrow!
7th and 8th Vocabulary Words-9/2/08
Due to several parental requests, I will try to post the vocabulary lists a few days before I give them to the students so that you know what's up and coming. Please note-we will not be doing vocabulary each week. I am alternating grammar with vocabulary so on the weeks we do not do vocabulary, we will be studying a grammatical concept. I will also try to post the grammatical concept of the week a few days prior to when I give these to students.
VOCABULARY UNIT 2
A –Without, not
Amoral – neither moral nor immoral, lacking in any type of morality
Atheist – a person who does not believe in God
Atypical – not typical
Anonymous – of unknown authorship or origin
Apathy – uninterested, lack of emotion
Atrophy –wasting away of body tissue
Anomaly – something that is irregular or abnormal
Agnostic – one who questions religions and/or the existence of God
Ahistorical – unconcerned or unrelated to history, a false historical claim
Anarchy – a society without a government, law or order
QUIZ will be on 9/10/08.
VOCABULARY UNIT 2
A –Without, not
Amoral – neither moral nor immoral, lacking in any type of morality
Atheist – a person who does not believe in God
Atypical – not typical
Anonymous – of unknown authorship or origin
Apathy – uninterested, lack of emotion
Atrophy –wasting away of body tissue
Anomaly – something that is irregular or abnormal
Agnostic – one who questions religions and/or the existence of God
Ahistorical – unconcerned or unrelated to history, a false historical claim
Anarchy – a society without a government, law or order
QUIZ will be on 9/10/08.
Wednesday, August 27, 2008
8th grade-Writer's Workshop
All students read in their books for 10 minutes. I reviewed with students the three types of plots we will be working with this year and the four types of conflicts students can use when creating a plot. Then, in their assigned groups, students were given a picture about which to create a story outline. Students created a plot diagram for the story they created together.
Homework: Complete one weekly reading question. Reading Folders due tomorrow.
Homework: Complete one weekly reading question. Reading Folders due tomorrow.
7th grade: Today in Language Arts-Reader's Workshop
Students read for 10 minutes in their independent books. Together we went over the answers to last night's homework. I reviewed a plot structure diagram with students. Then we read a short story entitled "Total Urbanization." In their assigned groups, students worked together to figure out the components of the plot for this story. We then discussed where students plotted certain components of the story on the plot diagram.
Homework: One weekly reading question. Reading Folders are due tomorrow.
Homework: One weekly reading question. Reading Folders are due tomorrow.
Tuesday, August 26, 2008
Today in Language Arts-Grammar and Reader's Workshop
All students read in their books for 10 minutes. Eighth graders had classroom manager interviews today; seventh graders will have their interviews tomorrow. Managers will be announced when we return from the Labor Day weekend, on Tuesday, September 2nd.
7th grade
We reviewed simple subject and predicate diagramming. I went over the answers to last night's homework with the students. I taught students how to diagram adjectives. Then students participated in a station activity where they traveled to different stations around the room and diagrammed subjects, predicates and adjectives. We reviewed the correct answers to this activity together as a class.
Homework: Exercise 3 in Diagramming Worksheet Packet
8th grade
We reviewed plot structure. Then we read a short story by Alice Walker called "The Flowers" and within groups, diagrammed the plot structure for this story. We discussed the different plot components and how they were organized in this story. We reviewed diagramming subjects, predicates, adjectives and adverbs . Students were then given sentence strips which they diagrammed with their groups.
Homework: None
7th grade
We reviewed simple subject and predicate diagramming. I went over the answers to last night's homework with the students. I taught students how to diagram adjectives. Then students participated in a station activity where they traveled to different stations around the room and diagrammed subjects, predicates and adjectives. We reviewed the correct answers to this activity together as a class.
Homework: Exercise 3 in Diagramming Worksheet Packet
8th grade
We reviewed plot structure. Then we read a short story by Alice Walker called "The Flowers" and within groups, diagrammed the plot structure for this story. We discussed the different plot components and how they were organized in this story. We reviewed diagramming subjects, predicates, adjectives and adverbs . Students were then given sentence strips which they diagrammed with their groups.
Homework: None
Monday, August 25, 2008
Today in Language Arts-Writer's Workshop
All students read in their books for 10 minutes.
7th grade
We had a brief class discussion about why grammar is an important component of our lives and how the study of grammar can help us to become better writers. Students were taught how to diagram the simple subjects and simple predicates of sentences in preparation for future in-depth study of grammar in regards writing. We practiced diagramming sentences as a class. I then gave a powerpoint presentation on plot structure (We will be creating our plots and subplots for our short stories this week in Writer's Workshop) and the types of plots and conflicts that can be present in a story and in one's writing.
Homework: Exercise 1 of Diagramming Worksheet
8th grade
We reviewed sentence diagramming and students diagrammed simple predicates, simple subjects, adjectives and adverbs. The first few sentences were done together as a class and students completed the others individually. We also diagrammed interrogative (question) sentences and sentences with the "implied you." I then gave a powerpoint presentation on plot structure (which is what we will be formulating in Writer's Workshop this week) and the types of plots and conflicts that can be present in a story and in one's writing.
Homework: Exercises 1 and 3 of Diagramming Worksheet
7th grade
We had a brief class discussion about why grammar is an important component of our lives and how the study of grammar can help us to become better writers. Students were taught how to diagram the simple subjects and simple predicates of sentences in preparation for future in-depth study of grammar in regards writing. We practiced diagramming sentences as a class. I then gave a powerpoint presentation on plot structure (We will be creating our plots and subplots for our short stories this week in Writer's Workshop) and the types of plots and conflicts that can be present in a story and in one's writing.
Homework: Exercise 1 of Diagramming Worksheet
8th grade
We reviewed sentence diagramming and students diagrammed simple predicates, simple subjects, adjectives and adverbs. The first few sentences were done together as a class and students completed the others individually. We also diagrammed interrogative (question) sentences and sentences with the "implied you." I then gave a powerpoint presentation on plot structure (which is what we will be formulating in Writer's Workshop this week) and the types of plots and conflicts that can be present in a story and in one's writing.
Homework: Exercises 1 and 3 of Diagramming Worksheet
Friday, August 22, 2008
Today in Language Arts-Reader's Workshop
Ms. Black and I went over the answers to the vocabulary quiz for both 7th and 8th grade classes.
7th grade
Ms. Black and I took turns reading the rest of the first five chapters of Stargirl. Then, in groups, students analyzed the protagonist Leo by creating a list of his personality traits and finding sentences from the text to support their opinions in their Reader's Notebooks.
Homework: None
8th grade
Students worked within groups to finish the first five chapters of Stargirl. Students generated things they learned about the character, including quoted support from the text to back up their answers.
Homework: None
7th grade
Ms. Black and I took turns reading the rest of the first five chapters of Stargirl. Then, in groups, students analyzed the protagonist Leo by creating a list of his personality traits and finding sentences from the text to support their opinions in their Reader's Notebooks.
Homework: None
8th grade
Students worked within groups to finish the first five chapters of Stargirl. Students generated things they learned about the character, including quoted support from the text to back up their answers.
Homework: None
Thursday, August 21, 2008
Today in Language Arts-Writer's Workshop
All students added up the number of pages they read for the week and submitted their Reading Folders.
7th grade:
I gave instructions and examples for parts three and four of the Character Building Activities. Students spent the majority of class working on these parts. The last ten minutes of class, students took turns sharing their favorite aspect of their character from parts 1-4.
Homework: If you have not already, complete CBA 1-4.
8th grade:
I gave instructions and examples for the last two parts of the Character Building activity-parts five and six. Students worked on these parts in class and I conducted several writing conferences with struggling students. The last five minutes of class, students described their protagonist by sharing their favorite part with the rest of the class.
Homework: If you have not already, complete CBA 1-6.
7th grade:
I gave instructions and examples for parts three and four of the Character Building Activities. Students spent the majority of class working on these parts. The last ten minutes of class, students took turns sharing their favorite aspect of their character from parts 1-4.
Homework: If you have not already, complete CBA 1-4.
8th grade:
I gave instructions and examples for the last two parts of the Character Building activity-parts five and six. Students worked on these parts in class and I conducted several writing conferences with struggling students. The last five minutes of class, students described their protagonist by sharing their favorite part with the rest of the class.
Homework: If you have not already, complete CBA 1-6.
Character Building Activities 1-6
7th graders must have parts 1-4 due tomorrow whereas 8th graders must have parts 1-6 due tomorrow 8/22.
CBA Part 1:
Draw a picture (simple or elaborate of your main character, your protagonist). Then provide basic demographic information about your character (age, height, weight, hair and eye color, race/ethnicity, etc).
CBA Part 2:
What is your character's main motivation in life? Describe what motivates your character the most. How do other people in the character's life perceive him/her? (Make this part brief; we'll go into more detail in part three). List your character's personality traits.
CBA Part 3:
Imagine this scenario. A group of people are gossiping and/or talking about your character. What does each of the following people say? (Use only characters who are relevant. For example, if the character's mom died when the character was young, don't include this one. Also, include any extra characters who are not listed who are relevant to your character's life.)
a) Character's mom; b) Character's dad; c) Character's siblings; d) Character's best friend; e) Character's friends; f) Character's enemies; g) Anyone else who may be important in your character's life.
CBA Part 4:
Describe the following about your character: a) job; b) hobbies; c) what your character loves; d) what your character hates; e) clothes/shoes/jewelry; f) hairstyle, piercings, tattoos (if any); g) anything else?
CBA Part 5:
What are your character's strengths and weaknesses? What are your character's flaws? Does your character have any bad habits?
CBA Part 6:
What significant events have taken place in your character's life? What good and bad events have happened to help create your present character? Describe the events (both good and bad.
CBA Part 1:
Draw a picture (simple or elaborate of your main character, your protagonist). Then provide basic demographic information about your character (age, height, weight, hair and eye color, race/ethnicity, etc).
CBA Part 2:
What is your character's main motivation in life? Describe what motivates your character the most. How do other people in the character's life perceive him/her? (Make this part brief; we'll go into more detail in part three). List your character's personality traits.
CBA Part 3:
Imagine this scenario. A group of people are gossiping and/or talking about your character. What does each of the following people say? (Use only characters who are relevant. For example, if the character's mom died when the character was young, don't include this one. Also, include any extra characters who are not listed who are relevant to your character's life.)
a) Character's mom; b) Character's dad; c) Character's siblings; d) Character's best friend; e) Character's friends; f) Character's enemies; g) Anyone else who may be important in your character's life.
CBA Part 4:
Describe the following about your character: a) job; b) hobbies; c) what your character loves; d) what your character hates; e) clothes/shoes/jewelry; f) hairstyle, piercings, tattoos (if any); g) anything else?
CBA Part 5:
What are your character's strengths and weaknesses? What are your character's flaws? Does your character have any bad habits?
CBA Part 6:
What significant events have taken place in your character's life? What good and bad events have happened to help create your present character? Describe the events (both good and bad.
Wednesday, August 20, 2008
Today in Language Arts-Reader's Workshop
Both 7th and 8th grade:
Students spent the first fifteen minutes of class in the media center, reading and checking out books. Classes who demonstrate mature behavior will be allowed to visit the media center on a weekly basis. Classes who do not demonstrate mature behavior will stay in the ELA classroom for Language Arts reading time.
In Reader's workshop today, we read an except from the novel Stargirl. Students will continue a character analysis activity with this reading on Friday.
Students spent the last fifteen minutes of class completing a Spelling/Vocabulary Quiz. Graded quizzes will be returned this week.
Homework:
Complete 1 Weekly Reading Question. Reading Folders due tomorrow!
Students spent the first fifteen minutes of class in the media center, reading and checking out books. Classes who demonstrate mature behavior will be allowed to visit the media center on a weekly basis. Classes who do not demonstrate mature behavior will stay in the ELA classroom for Language Arts reading time.
In Reader's workshop today, we read an except from the novel Stargirl. Students will continue a character analysis activity with this reading on Friday.
Students spent the last fifteen minutes of class completing a Spelling/Vocabulary Quiz. Graded quizzes will be returned this week.
Homework:
Complete 1 Weekly Reading Question. Reading Folders due tomorrow!
Tuesday, August 19, 2008
Today in Language Arts-Writer's Workshop
All students read in their independent books for 10 minutes.
7th grade
Students completed two parts of prewriting for creating their characters and the majority of class time was devoted to writing time for these activities. Students were also given a long list of possible personality traits so that they could more accurately describe their characters.
Homework:
Study for the vocabulary quiz
8th grade
I reviewed three different writing activities with eighth graders in regards to effective character creation. Students spent most of class flushing out the major and minor details of their characters. Students worked not only on demographic information but on other character's opinions of the protagonist, and a variety of external life factors of their protagonist.
Homework:
Study for the vocabulary quiz
7th grade
Students completed two parts of prewriting for creating their characters and the majority of class time was devoted to writing time for these activities. Students were also given a long list of possible personality traits so that they could more accurately describe their characters.
Homework:
Study for the vocabulary quiz
8th grade
I reviewed three different writing activities with eighth graders in regards to effective character creation. Students spent most of class flushing out the major and minor details of their characters. Students worked not only on demographic information but on other character's opinions of the protagonist, and a variety of external life factors of their protagonist.
Homework:
Study for the vocabulary quiz
Monday, August 18, 2008
Today in Language Arts-Reader's Workshop
All students read in their independent books for 10 minutes.
7th Grade
We read an article entitled "How to Build Effective Characters" and had a brief class discussion about what we read. Then, in our Reader's Notebooks, we recorded both the common errors writers make in creating characters and different strategies writers can use to build effective characters.
I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared these.
Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.
8th grade
We read two articles written by published authors on different strategies a writer can use to build effective characters. In our Reader's Notebooks we recorded a list of Do's and Dont's for character building. I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared the phrases we chose and discussed what made them effective character descriptions. I also passed out an example of Old English (an excerpt of Beowolf) as students expressed an interest in seeing a sample of Old English last week when we reviewed the history of the English language.
Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.
7th Grade
We read an article entitled "How to Build Effective Characters" and had a brief class discussion about what we read. Then, in our Reader's Notebooks, we recorded both the common errors writers make in creating characters and different strategies writers can use to build effective characters.
I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared these.
Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.
8th grade
We read two articles written by published authors on different strategies a writer can use to build effective characters. In our Reader's Notebooks we recorded a list of Do's and Dont's for character building. I passed out an except from Stephanie Meyer's book Twilight. We underlined effective descriptive phrases Meyer used to bring her characters to life and shared the phrases we chose and discussed what made them effective character descriptions. I also passed out an example of Old English (an excerpt of Beowolf) as students expressed an interest in seeing a sample of Old English last week when we reviewed the history of the English language.
Homework:
Please study your vocabulary words! Vocabulary Quiz One will be on Wednesday, August 20th. *Please note that this is a change.
Friday, August 15, 2008
Today in Language Arts-Writer's Workshop
7th and 8th grade:
Students read for 10 minutes and submitted the first draft of their personal essays. I briefly discussed the history of the English language and showed students how English has evolved from several places. I explained to students that by learning root words from Latin, Greek and Germanic roots, they can more easily master new vocabulary words. The root for this week is "inter." There are 8 vocabulary words and 2 bonus words for this week using this particular root. The vocabulary quiz will be next Thursday.
Students begin the first part of a character building activity in preparation for the short story unit. We will continue this activity next week.
Homework: Enjoy your weekend!
Students read for 10 minutes and submitted the first draft of their personal essays. I briefly discussed the history of the English language and showed students how English has evolved from several places. I explained to students that by learning root words from Latin, Greek and Germanic roots, they can more easily master new vocabulary words. The root for this week is "inter." There are 8 vocabulary words and 2 bonus words for this week using this particular root. The vocabulary quiz will be next Thursday.
Students begin the first part of a character building activity in preparation for the short story unit. We will continue this activity next week.
Homework: Enjoy your weekend!
Thursday, August 14, 2008
Today in Language Arts-Writer's Workshop
All students read for 10 minutes in their independent books.
Both 7th and 8th graders brainstormed a list of significant events that have happened in their lives. After choosing one of these topics, students then spent the remainder of class writing the first draft of their personal essay. Please note that this paper will be used as a writing diagnostic and will help me determine the direction of our wriitng curriculum for the rest of the school year, so it is an important writing assignment.
7th and 8th Homework:
Finish your first draft of your personal essay. It is due tomorrow! Also, if you have not already turned in your Parent/Student Contract, tomorrow is the last day you may do so.
Both 7th and 8th graders brainstormed a list of significant events that have happened in their lives. After choosing one of these topics, students then spent the remainder of class writing the first draft of their personal essay. Please note that this paper will be used as a writing diagnostic and will help me determine the direction of our wriitng curriculum for the rest of the school year, so it is an important writing assignment.
7th and 8th Homework:
Finish your first draft of your personal essay. It is due tomorrow! Also, if you have not already turned in your Parent/Student Contract, tomorrow is the last day you may do so.
Wednesday, August 13, 2008
Today in Language Arts-Reader's Workshop
All students set up their Reading Folders for the year.
7th grade
We read Gwendolyn Bennett's poem Hatred and answered 3 critical questions about this poem in our Reader's Notebooks. We then shared our responses. We also read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay.
Homework:
None
8th grade
We read and discussed Gregory Orr's poem Gathering the Bones. We also read Gwendolyn Bennett's poem Hatred and had a brief sharing about our own experiences with negative emotions. We discussed the use of writing to help us process experiences and myriad emotions. We then read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay. We discussed some of the effective writing techniques the student used to lure us into her story.
Homework:
None
7th grade
We read Gwendolyn Bennett's poem Hatred and answered 3 critical questions about this poem in our Reader's Notebooks. We then shared our responses. We also read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay.
Homework:
None
8th grade
We read and discussed Gregory Orr's poem Gathering the Bones. We also read Gwendolyn Bennett's poem Hatred and had a brief sharing about our own experiences with negative emotions. We discussed the use of writing to help us process experiences and myriad emotions. We then read a student-written personal essay entitled The Man in the Casket to expose us and prepare us for the first genre in which we will be writing: the personal essay. We discussed some of the effective writing techniques the student used to lure us into her story.
Homework:
None
Tuesday, August 12, 2008
Today in Language Arts-Reader's Workshop
Both 7th and 8th graders set up their Writer's and Reader's Notebooks. All students listened as Ms. Black and I reread Mary Oliver's The Journey. Students then chose their favorite line from this poem, copied it into their Reader's Notebook and wrote a brief explanation on why this line moved them.
As a class, we read an interview with Gregory Orr, a famous poet who accidently shot his brother during a hunting accident when Gregory was in middle school. We read one of Orr's poems about this event and discussed how writing can help us process painful memories.
7th graders:
7th graders then generated a list of memories they could possibly write about for their personal narrative essay (this will be assigned on Thursday).
Homework: If you have not already, please bring back the signed parent/student contract by Friday, August 15th.
8th graders
8th graders were then given letters from their past selves which they opened and read.
Homework: Please write one paragraph about G. Orr's poem. Answer the following questions in your paragraph: Did you like this poem? Explain why or why not. Can you relate IN ANY WAY to Orr? Explain.
As a class, we read an interview with Gregory Orr, a famous poet who accidently shot his brother during a hunting accident when Gregory was in middle school. We read one of Orr's poems about this event and discussed how writing can help us process painful memories.
7th graders:
7th graders then generated a list of memories they could possibly write about for their personal narrative essay (this will be assigned on Thursday).
Homework: If you have not already, please bring back the signed parent/student contract by Friday, August 15th.
8th graders
8th graders were then given letters from their past selves which they opened and read.
Homework: Please write one paragraph about G. Orr's poem. Answer the following questions in your paragraph: Did you like this poem? Explain why or why not. Can you relate IN ANY WAY to Orr? Explain.
Monday, August 11, 2008
Today in Language Arts
Today we read Mary Oliver's The Journey. We talked about the journey we are going to take this year in our growth as readers and writers. My goal this year is to help all students find their true inner voice. Our work from here on in will be reflective of the different paths one can take to reach this goal.
I reviewed my expectations with both 7th and 8th graders, passed out the course syllabus, the parent letter and the parent/student contract. Students generated a list of expectations they have for me and Ms. Black (my co-teacher this year) and brainstormed a list of rules they would like for our class.
HOMEWORK: Please bring back the Parent/Student contract signed by both parties. Due Friday, August 15th.
I reviewed my expectations with both 7th and 8th graders, passed out the course syllabus, the parent letter and the parent/student contract. Students generated a list of expectations they have for me and Ms. Black (my co-teacher this year) and brainstormed a list of rules they would like for our class.
HOMEWORK: Please bring back the Parent/Student contract signed by both parties. Due Friday, August 15th.
Sunday, August 10, 2008
WELCOME BACK!
Students and Parents,
WELCOME BACK! We are very excited to have you here this year--a year that will undoubtably be looked back upon as our best year at Atlanta Charter Middle School. I am excited to start a new school year and I hope you are too. :)
Some things to remember for tomorrow:
-We no longer have lockers. You will have to carry all your supplies with you from class to class. A backpack may be helpful.
-The schedule is TOTALLY different than last year. You will go to a different class at a different time each day. I'll try to have enough copies of the new schedule for everyone in case you lose yours. Don't worry. Everyone will be a little confused and it may take a little longer to figure out which class you have on what day.
-All 7th and 8th graders will be in extended advisory with their advisors tomorrow. Classes will only be 45 minutes long.
-My advisory will be getting a bit dirty. Tomorrow is not the best day to wear your pretty white clothes. Save those for Tuesday or bring something to change into after advisory. I'll bring some extra T-shirts for those who forget.
-Get a good night's rest and eat a good breakfast tomorrow. It's a bit hard to say goodbye to summer so leave yourself plenty of time in the morning to get ready and to get to school on time.
I'll see you tomorrow!
Ms. Capone
WELCOME BACK! We are very excited to have you here this year--a year that will undoubtably be looked back upon as our best year at Atlanta Charter Middle School. I am excited to start a new school year and I hope you are too. :)
Some things to remember for tomorrow:
-We no longer have lockers. You will have to carry all your supplies with you from class to class. A backpack may be helpful.
-The schedule is TOTALLY different than last year. You will go to a different class at a different time each day. I'll try to have enough copies of the new schedule for everyone in case you lose yours. Don't worry. Everyone will be a little confused and it may take a little longer to figure out which class you have on what day.
-All 7th and 8th graders will be in extended advisory with their advisors tomorrow. Classes will only be 45 minutes long.
-My advisory will be getting a bit dirty. Tomorrow is not the best day to wear your pretty white clothes. Save those for Tuesday or bring something to change into after advisory. I'll bring some extra T-shirts for those who forget.
-Get a good night's rest and eat a good breakfast tomorrow. It's a bit hard to say goodbye to summer so leave yourself plenty of time in the morning to get ready and to get to school on time.
I'll see you tomorrow!
Ms. Capone
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