Writing Assignments for the Week of Aug 26 - Aug 30

1.  Write a separate blog post for each of the following:

• 6 word memoirs (all in one blog post)
• tweet memoir
• encyclopedia of everyday life:  four entries as one post (entries should be in alphabetical order)

2.  Start pre-writing your personal map story in on a piece of paper or g-docs.  

What's your gmail address?

Please follow this link and give me your gmail address.

How to Create a Blogger Blog

Requirements for Poetry Porfolios

Your poetry portfolios are due Thursday, May 23.  Here's what you'll need to include:

• Creative Cover with title and your name
• Table of Contents
• Your poems in any order you want, with titles (not name of assignment)
• Ode
• Haikus
• Braggin 
• list
• Vs
• thematic Vs
• abstract noun
• limerick
• "I Have Seen"
• Magnetic Poetry
• any others you may have written this year
• four poetry responses with notated poems
• Daily Song essay with notated lyrics
• Poetry example handouts
• "Elements of Poetry" and "How do Read a Poem" handouts

Assignments for April 30 - May 5

1.  Make sure you have completed all of last week's assignments.

•  Have you posted your "I Have Seen" poem with lots of detailed imagery that makes your "abstract" noun become "concrete?"  
• Have you posted three poetry responses with links to the poems?

2.  Post your limericks

3.  Post your "Braggin' Rap" verses.

4.  Read at least four student's "I Have Seen" poems.  Choose two students sitting directly to right of you and two students sitting directly to the left of you.  Can you guess the abstract noun? Write a poetry response for at least two of them.  You can write the responses in the same post.  Be sure to include a link to their poems.

5.  Keep reading other student's blogs and commenting.

6.  Try the magnetic poetry too!

7.  If all is done, try out this simple online beat maker.

Assignments for April 23 - 25

1. Post your "I Have Seen"  abstract noun poem.  Make sure you include lots of detailed imagery to help make your  "abstract" noun more "concrete."

2.  Post your three (or more) haikus.

3.  Complete poetry response #3.

4.  Read at least six student's blog posts and write positive comments.

5. If you are 13 and in 8th grade, write a haiku for the Scholastic haiku contest and you could win a trip to Europe, Australia, or China.  Entries are due April 26

6.  Write some poems using Magnetic Poetry.  Make sure they are school appropriate (do I even need to say this?  for some of you, yes!)  You can print your poems for you portfolio and post them to your blog.

Assignments for April 16 - 18

1.  Thinking about ways you can add elements of poetry, revise your list and vs. poem.  Is there rhythm, repetition, do the comparisons make sense, is there a strong ending, and logical flow of ideas?

2.  Finish your first poetry response from last week.  (Look at my last post for the assignment requirements)

3.  Start on this week's poetry response.

4.  Read other student's poems and poetry responses and leave positive comments.

Assignments for April 10 & 11

1.  Type up your list poem , publish it to your blog, and print out a copy for your portfolio.  Make sure it has a title other than "list poem."
2.  Browse and read poems on the sites  poetry.org and poetry archive.  Find two that speak to you.
3.  Copy and paste each of them in a google doc, making sure you keep the original formatting, title, author's name, and date if available.
4.  Print each poem out and crazy notate.
5.  Using the Elements of Poetry and How to Read a Poem handouts, write a (at least 1/2 page) response per poem.  Be sure to discuss the theme of the poem, and use examples from the poem to illustrate use of poetic devices such as alliteration, repetition, metaphor, etc.  Of course include the author's name and poem's title in your first sentence.
6.  Post your responses to your blog along with a link to the poems.  Finally, print out your two response, hole punch, and put them in your portfolio along with your notated poems.
7.  When you're done, read other student's posts and write comments.

Innovative Product Project

Now that you have finished Ender's Game I hope you are inspired to read more sci-fi and ponder what the future holds for mankind (and alien kind?).  The final culminating project will be to design and explain an innovative product for the near or distant future.  In groups of one, two, or three (depending on the complexity of your presentation) you will need to accomplish the following tasks:

1. Brainstorm ideas from the categories we discussed in class.
2. "Pitch" your best idea to the class in under a minute.  Answer questions and revise your idea.
3. Form teams based on similar ideas.
4. Create a rough draft drawing and narrative about your product.  Be sure to identify:
• important components
• how it functions
• materials it's made of
• why it's needed/what make's it special
• product name
5. Turn this in, so I can approve it and help make and revisions.
6. Choose a presentation style:
• Commercial:   Script & poster/or model/slide show
• Trade Show Presentation:  Script & slide show
• Common Craft Style video:  Script & video
7. Get to it!  This project will be due next Thursday, March 21.
8. If you really want to make a 3D model of your product check out tinkercad.  Somebody say extra credit?

Post your Ode!

Don't forget to post your ode.

Ender's Game Assessment: "Revisiting the Anticipation Guide"

After you have finished reading Ender's Game, go back and re-read your anticipation guide response and reflect on how your opinions have changed or stayed the same in regards the themes in the book.  As you write your new response, be sure to use examples from the book that support ideas about the themes.  You will have two weeks to complete this, so please use lots of supporting detail and thoughtful commentary!

Orson Scott Card Article Response

After re-reading the article, 'Ender's Game' Author's Anti-Gay Views Pose Risks for Film write a one page blog response that includes the questions and arguments we discussed in class such as:  How does Card's views on gay marriage affect your opinion of his book?  Should Mr. Vack remove this book from his class's reading curriculum?  What do you think about the movie company trying to keep Card "out of the limelight?" Do you think this movie should be boycotted?

Ender's Game Questions Chapters 12 - 15

Chapter 12 – Bonzo
1. How did Ender provoke Bonzo?  How did Bonzo respond?
2. Who was Stilson? Why was Ender thinking of him?
3. Why does Ender still expect help from the teachers?
4. Did you know Stilson and Bonzo were dead? Find the specific clues in this chapter about the deaths.
5. Was Ender justified? Why did they not tell him of the deaths?

Chapter 13 – Valentine
1. “Perhaps it is impossible to wear an identity without becoming what you pretend to be.” Explain what this quote means. State an example of this idea.
2. Is it a natural, “good” instinct for humans to be killers? (survival of the fittest)
3. Discuss the conversation between Ender and Valentine on the raft. What does Ender reveal about himself and his enemies?
4. Discuss Valentine’s conflicting thoughts about her brothers. How have Peter and Ender’s roles shifted? How does Valentine feel about each?
5. Discuss Graff’s statements about why the war with the Buggers was inevitable.

Chapter 14 – Ender’s Teacher
1. What disturbs Ender about Eros? How does Ender figure out the truth about Eros?
2. Describe how Mazer is going to be the only teacher Ender has ever had?
3. Why had Mazer been dishonest with Ender? Do you think Ender could have
handled the truth?
4. Have they pushed the children too far? Was it worth it?
5. Is genocide, or in the case of Ender's Game where an entire alien race is
annihilated, xenocide, ever justified? Was the xenocide of the Buggers inevitable? Why?

Chapter 15 – Speaker for the Dead
1. Valentine said, “Nobody controls his own life, Ender. The best you can do is choose to fill the roles given to you by good people, by people who love you.” After what has happened in Ender’s life, what would he think of this statement?
2. Ender listens to the evidence about the deaths of Stilson and Bonzo. What is Ender’s opinion about the deaths?
3. Why did Valentine make sure that Ender could never return to earth?
4. What is ironic about Valentine’s statement about Peter saving millions of lives?
5. What knowledge did Ender gain the enabled him to write The Hive-Queen? Give specific details.
6. Why does Ender publish the book using the pseudonym “Speaker for the Dead” and not his own name?

Practice Those Phrases!

Use grammar blast to quiz yourself and practice for the verbals and phrases test on Thursday.  Go to the 8th section and click on "phrases."

Responding to Drones

Post a one page response about drones.  You can make connections to Ender's Game, write about the pros and cons, make up a fictional story, or write a poem.  For more info watch this video.

Ender's Game Questions Chapters 9 - 11

Chapter 9 – Locke and Demosthenes
1. There is a real battle, internally and unspoken, between Peter and Valentine. Who is manipulating whom?  Who really has the power?
2.  Look up the names Locke and Demothenes, how do these philosophers relate to the personas of Peter and Valentine?
3. Why is Ender still angry?

Chapter 10 – Dragon
1. What kind of leader was Ender?  Why was he this kind of leader?
2. What did Ender do to Bean, and why?
3. What does the word Salaam mean?  What could this tell you about the power of religious identity?
4. What is important about the end of this chapter?  Was Ender’s reaction a mistake by the Battle School teachers, or was it the reaction they wanted?

Chapter 11 – Veni Vidi Vici
1. How does the computer know Ender so well?  Does it really?
2. Explain this quote: “Yes. That’s the worst that could happen. I can’t lose any games. Because if I lose any--” (page 198)
3. Why are the teachers pushing Ender so hard?
4. Discuss the importance of the last two sentences of the chapter.
5. “Veni vidi vici” means, “I came; I saw; I conquered.”  Why is this an appropriate chapter title?

Video Game Free Response

Use these idea prompts as you write about video games:

Describe a connection you have with a certain video game:  Think about my Zelda story.

Or you could write about designing a new video game.  What story line would it have?  What kinds of characters.

If you don't play video games or don't like them then write about why that is or observations you have of others around playing them.  

Be sure to post your response to your blog too.

Ender's Game Questions Chapt. 6 - 8

Chapter 6 – The Giant’s Drink
1. What is the purpose of the "Giant's" Game? How should Ender evaluate his
success at this game? Is he a murderer?

Chapter 7 – Salamander
1. What did Alai say to Ender? Why is the exchange between Alai and Ender so
important?

2. What is the "just living" mentioned in this chapter?  Is it true that Ender has never
done this?  What does Ender want out of life?  How would you feel if you were he?

3. How did Petra help Ender? How is Petra’s friendship a hindrance to Ender?

4. What does Ender learn about leadership and tactics from Bonzo?

Chapter 8 – Rat
1. Graff says, “Ender Wiggin is ten times smarter and stronger than I am.”  Explain
what this quote means.

2. What is significant about the quote: “So teach me.”  “So learn.”

3. Why is Ender’s response to an attack so significant?

4. What did the scene with the snake and Peter’s reflection represent?

5. How does the game know?

6. Discuss the importance of the last paragraph of this chapter.

Current Event Journals

1. Read a newspaper, magazine, or Internet news site.

Local newspapers:

Times-Standard,  McKinleyville Press, Northcoast Journal, Arcata High School:  The Pepperbox

State and national newspapers:  

San Francisco Chronicle, LA Times, New York Times,.

   These sites are geared for teens:

CNN Student News  includes short daily videos

Up Front Online version of magazine

NY Times Learning Network  Express your opinion on news stories

   Other Internet News Sites & Magazine

google news, Yahoo! news, wired.com, Time

2.  Read the news and choose an article.

You must choose an article at least once from each of the following sections:

International or world National State Local Opinion or Editorial

Business Science Technology Politics Arts & Culture

2. Write two journal entries each week.  

Each journal:

• should be at least 1 page.
• follows the format below.
• neatly written or typed.

3. Present one article to class every other week.

• Sign up for day on calendar.
• Summarize article for class without reading.
• Create at least two questions for discussion.

Current Event Journal Format

Your Name

Date

Article Headline

Byline

Author (Last Name, First Name)
“Name of Newspaper, Magazine, or News Internet Site.”
Date of Article
News Section
Pg. #, Section #, or URL

Paragraph 1:  Summary

• Identify the main ideas and restate then in your own words.  

• Begin with a general one sentence statement about the event.
• Identify important details to include in summary such as: who, what, when, where, why and how.
• Use quotes, facts, and figures to back up your details.  Be sure to credit your sources.
• Don’t forget to use transition words when connecting ideas.

Paragraph 2:  Personal Response

• Reflect on what the information in the article means to you, your community, nation or the world.

• Look for words that communicate the author’s point of view about the topic.  Is there a bias?
• Do you agree or disagree with the event or opinion in the article.
• Why or why not?
• Use examples from your own experience or what you know about the world to back up your ideas.
• What connections to this article can you make to books you’ve read, history or science we’ve studied, or anything else?
• According to what you know now about this event, what do you think might happen next?

Ender's Game Questions Chapters 1 - 5

Due Thursday, Jan 31

Chapter 1 – Third
1. What attitude motivates the adults to lie to Ender?

2. Explain what it seems to mean for Ender to be born a "Third". Show whether this is
a negative or positive fact to:
- his parents,
- his brother, Peter,
- his sister, Valentine, and
- his classmates.

Chapter 2 – Peter
1. Was Peter joking when he threatened Ender and Valentine?  Support your answer
with evidence from the novel.

2. Why is Peter’s behavior at the end of the chapter so completely different from the
rest of the chapter?

3. How do you feel about each of these characters (Ender, Valentine, Peter)?  What
did the author do to help create these feelings?  Give examples.

Chapter 3 – Graff
1. What did Graff mean about evolution working against girls?
2. Ender is leaving to learn how to fight a war, yet he takes Graff’s hand. Why does
Orson Scott Card (OSC) include this action?

Chapter 4 – Launch
1. Explain the meaning of the following statement: “Individual human beings are tools
that the others use to help us all survive.”

2. Explain the following quote: "Isolate him enough that he remains creative -
otherwise he'll adopt the system here and we'll lose him." Your answer should
include the terms: isolation, creative, adopt, lose.

3. Did Ender mean to break the other boy’s arm?  What does this incident tell us about
Ender?  Is it acceptable to do despicable things for survival?  Why or why not?


Chapter 5 – Games
1. Ender works hard to express his feelings in private and not show homesickness in
front of any other person. Is it healthy for him or not?   What is positive and what is
negative about showing feelings?  What is positive and what is negative about not
showing feelings?

2. How did Ender beat Bernard?  Is this an unusual solution to his problem?

3. List the different coping mechanisms (ways of dealing with difficulties) Ender
shows. For each one describe whether the overall result of each is helpful or
harmful to Ender.

Ender's Game Anticipation Assignment

Throughout the next six weeks you will be reading Ender's Game by Orson Scott Card and writing all of your responses on your blog.  You will also be responsible for reading and commenting on other student's blog posts.  So make sure you are following everyone's blog and everyone is following you!

1. Fill out the Ender's Game Anticipation Guide, but DON"T HIT SUBMIT!
2.  Create a  new blog post called "Ender's Game Anticipation Guide."  In this post you will write about how and why you ranked each statement.  Write a brief but thoughtful paragraph about each statement.  For example:  "Lying is justifiable if it's for the greater good. - I am undecided on this statement so I gave it a 3.   I suppose it is important for the government to have spies that need to lie in order to keep our country safe, however on the other hand telling lies rarely comes to any good and people often get hurt through dishonest actions . . ."
3.  Once you have completed your blog responses for the anticipation guide, press submit and, when the whole class is finished, I will share with you the results.
4.  Start reading!  By Monday next week you will have read to pg. 53. (chapter 5)

Language Arts Assignments This Week

For language arts computer lab this week:
1.  Post your personal narrative to your blog.
2.  Make sure you have added your blog address to the shared blog document.
3.  Read at least twelve blogs and write positive and specific comments.  Refer to the personal narrative       rubric as you read and comment.
4.  Print your final draft of your personal narrative along with a personal narrative rubric and turn in.
5.  Finish your pixon cartoon save and submit it to me.
6.  Add any other writings on to your blog such as your poem for two voices.
7.  Take the learning styles survey and write a blog post about your two highest scores and one of your lowest scores.

Google Search Tips

Techniques Google Search Star

History Research Links

History Research Project:

Article Databases, Search Engines, and websites

Google Scholar	Google News	ERIC Database
Sweet Search	Google Search Tips and Tricks	National Archives
SCORE History Lessons	Digital History Textbook	Gilder Lehrman Institute of American History
Library of Congress	Smithsonian	Internet Public Library

Safe Online Talk Question 1

Which story do you feel most connected to? Why?

Safe Online Talk Question 2

What advice did the teens share in the video? Would you add any advice of your own?

Safe Online Talk Question 3

Renee talks about getting a “gut feeling” when she felt something was “off” online. What does that feel like? In which situations have you had that kind of gut feeling?

My Digital Media Week

Computer Lab Assignments for this Week

Things to do this week in computer lab . . .

1. Complete your digital media life data tables
2. Create a graph of your data using this cool and easy to use graph maker website
3. Download your graph as a .jpg file and then paste it into a web post.
4. paste your graph into the google presentation I shared with you.
5. Go to  http://www.isidewith.com/ and find out what presidential candidate you would most likely vote for (as if you didn't already know!)
6. Keep working your comparison essay rough draft or any work for Ms. Leuck's class.
7. Make a survey about digital media in google forms and email it to all the students in your class.
8. Have fun with some Halloween Games   Frankenbrain  Spelloween  Halloween Memory  Halloween Hangman  Stacking Pumpkins

My Media Life is Like . . .

This Week's Computer Lab Assignment

Things to do in computer lab the week of October 9 - 12

1. Check your email and complete the survey.
2. Complete your Washington D.C. memorial/monument poster.  You may have to use Google Draw  or Word if Glogster is having issues.  Please share your poster with me or email it too me.  You will also need to print it out in color in the classroom too.  
3. For Ms. Leuck's class:  Type your writings and share with Ms. Leuck via google docs
4. Post your Alchemist Journals to your blog
5. Edit your Whiskey Rebellion video in Movie Maker, you can add sound clips, titles, and transition effects.  
6. Log into Pixton (ask me for activation code) and try out making a comic strip.

Washington D.C. Memorial/Monument Poster

The planners of the National Capital, which would eventually be named as a tribute to George Washington, never dreamed how many memorials and monuments would be built there over the next 200 years.  Read about the monuments and memorials of Washington D.C. and then pick one to make a poster about.  You may use Microsoft Word, Photoshop (8th grade only), or Glogster to create your poster.  

Content of your poster must include:

• Name of your memorial/monument
• date(s) built
• why it was built
• what its importance is
• where it is located
• how it was built/designed/constructed
• who is it honoring
• any other important or interesting facts about it

Design elements of your poster must include:

• Thematic title
• at least 3 relevant graphics with caption
• specific yet simple writing
• text boxes
• cohesive and readable fonts
• appropriate color scheme
• a balance of creativity and readability 

Posters will be due Next Friday.  You can print them in color in my room or in the computer lab.  You can also save them as a PDF and post it to your blog.

7 & 8 Grade Overview 2012 & 2013

7 & 8 Grade Overview 2012-2013

           Math

Emphasis is on real world problem solving, meeting student’s math level needs, high school math class placement, and high school exit exam preparedness.

●    2 math groups: algebra & pre-algebra

●    daily review warm-ups, direct instruction, group problem solving, and homework practice.

●    cumulative exams & concept quizzes.

Language Arts

Focus is on writing clear, organized, and well developed stories and essays with supportive details and clearly documented evidence. We will also examine a variety of written genres including: historical fiction, personal narratives, fables, Shakespeare, poetry, and response to literature.

●    writer’s workshops once a week

●    literature circles & online discussion forums

●    collaborative writing and revision using Google Documents

●    publishing to online blogs

●    weekly proofreading/grammar/vocabulary/spelling mini-lessons

●    independent reading journals

●    end of the year poetry slam

Current Assignment: “Fables & Parables” (creative writing inspired by The Alchemist, A Dark and Grimm Tale, and the Six Pillars of Character)

Coming Up: “Personal Narratives” (critical reading & response, Warriors Don’t Cry, writing about autobiographical incidents, and digital storytelling)

Looking Ahead: “Responding to Historical Fiction” literature circles based around novels set in the 19^th century.

Science

Emphasis is on scientific investigations, interpreting and displaying data and applying simple mathematical relationships to motion and forces.  Content will also cover the solar system and the life of stars.

●    lab investigations

●    teacher demonstrations

●    chapter reading & outlines

Current Assignment:  “Distance, Time, and Speed” ( energy track experiments, pipe insulation roller coasters, & unit conversion problems)

Coming Up: “Momentum, Inertia, & Friction” (egg parachutes)

Looking Ahead: “Forces and Motion” (students create experiments to prove Newton's Laws)

Social Studies

Geography includes: map skills, orientation, topography, and regional/cultural knowledge.

U. S. History content covers the Federal Period through Reconstruction and the turn of the 19th century.

●    analyzing primary source documents

●    reading responses & outlining

●    historical research projects & presentations

●    role playing

●    field trips

Current Assignment: "Understanding the Challenges of a New Nation”

Coming Up: “Lewis and Clark Interpretive Signs”

Looking Ahead: "19th Century History Detectives” (historical research and digital story documentaries)

PE

Focus on skills in competitive sports, rules and regulations, fitness, coordination, and team building.

●    stretching & strengthening

●    rules and procedures

●    positive and safe play

●    non-competitive skill games and team building activities

Current Unit: Cooperative Games

Coming Up: Flag Football

Looking Ahead: Golf, Floor hockey, Nike training

Electives

●      “Garden to Table”  with Ms. Leuck

●      African drumming and percussion with Laramie Paxton

●      Spanish I with Mrs. Strasser

●      Spanish II with Mr. Vack

Health & Wellness

●       School counselor, April Klingonsmith, will facilitate bi-monthly activities on:  bullying, drug prevention, body image, dealing with stress/anger

●       Career counselor, Susi Huschle, will teach about higher education opportunities and career exploration a couple times throughout the year. 

●       Reproductive Health Week:  Taught by Planned Parenthood educators in late April.

Class Trips

●    Family Theater Night Out:  The Tempest (end of March at North Coast Rep)

●    local History Fieldtrip to Potawat Health Village, Blue Ox Mills, and Fort Humboldt:  April or May

●    7th graders visit CR/ 8th graders visit HSU in spring

●    8^th Grade Ski Trip:  early April

●      7th Grade Aquatics Camp: First Week in June

Dear Family Members and Friends,

Here’s wishing you a warm and sunny welcome back!

I hope you found some sun this summer rested up for the studies and adventures that lay ahead this school year. 

Class Configurations and Schedules

In response to the large class size this year, (40+ students) the school board approved a motion to add a half time teacher in the afternoons.   With her strong science background, third grade teacher Ms. Stephanie Strasser-Goldstein, (“Ms. S”) will be teaching physics and pe/computer lab.   I will be teaching social Studies and also pe/computer lab.  Students will be split into two, mixed grade groups for afternoon class rotations, including one elective.

The 7th/8th grade class will meet each morning in the gym for attendance and announcements and then break into language arts groups, with all of the eighth graders and a majority of the seventh graders (34 students) attending my class.  Seven seventh grade students will go to Ms. Leuck's class.

For math, students will be grouped into pre-algebra and algebra classes with Laramie teaching the smaller algebra group as I take on the larger pre-algebra group.

Also note that the board approved extending instructional minutes for the upper grades by 10 minutes a day, thereby shortening morning recess by 10 minutes.

I am very excited about this dynamic schedule and looking forward to working with an upper grade team of teachers

School Supplies

Because students will be sitting at different desks throughout the school week, all school supplies and personal belongings need to be kept in a backpack.  There will be bookshelf space available for work portfolio folders and some textbooks, but students will be bringing their backpacks with them when they move to different classes.  By next Monday, all students need to bring to school the following school supplies:

backpack	pencil sharpener	single subject spiral notebook
three 1” floppy vinyl binders	scissors	composition book
one 2” binder	colored pencils	solar scientific calculator
subject dividers	pocket folders

Weekly Progress Reports & Homework Assignments

In order to ensure the success of your child and keep you well informed, weekly progress reports, along with class/school news and reading records, will be sent home with your child every Tuesday. Progress reports reflect grades and assignments we have covered in the previous two weeks. Please sign the progress report and send it back with your child the following day (Wednesday). This is also a good place to write me any questions or comments.  You can also access your child’s grade report online through jupitergrades.com. 

Homework is generally assigned daily, Monday through Thursday, with occasional weekend work for projects. Weekly homework assignments are always written on the chalkboard and posted on Jupiter Grades, which you can access through the class website, tvack.com.   Expect your child to spend around an hour on homework each day, independent reading included. If absent, students have one week to make up missing assignments before the grade becomes a zero. Otherwise, 10% will be subtracted from the homework assignment each day that it is late.  Unexcused missing assignments cannot be made-up and will be scored as an “F.”  An hour long “Homework Club” is also available after school in room 12, Monday through Thursday, for any student that needs academic assistance, access to computers and the internet, or just a focused place to work.

8th Grade Ski Trip and 7th Grade Aquatics Camp

It may seem like a long way off now, but these epic adventures will be underway before we know it, and now is the time to start planning and, most importantly, fundraising. The eighth grade trip costs around $450 per student and aquatics camp could cost $150, so begin talking with your child about fundraising opportunities such as: mowing lawns, babysitting, recycling, car washes, bakes sales etc. Because of the high level of maturity and motivation present in the eighth grade class this year, I’m putting much of the fundraising into their hands. I think in this way, students will develop a deeper understanding and a greater appreciation of this, once in a lifetime experience. Of course I’m happy to help organize events any way I can. Let’s brainstorm ideas soon.

Cell phones, i-pods, & hand held video games

Despite my love for technology and all things geeky, cell phones and other gizmos can be a source of great distraction for some students. For this reason, all cell phones brought to school must be turned off and stowed away while your child is at school. A failure to follow this rule will result in your child’s phone being confiscated for the day and possibly banned from school. Personal music players and hand held games can be used in class at my discretion (rainy day recess for example), but cannot be used outside of room 12, and risk being stolen or broken if brought to school.

Independent Reading

Nothing bolsters the brain better than reading books.  For full credit, students need to read at least 30 minutes a day, including weekends and vacations. Students are also responsible for writing, at home, a one-page independent reading journal response that will be due every Friday. These may be typed or neatly written, and remember, spelling counts!  More on this in the weeks to come.

Best regards and have a joyous school year,

Tyler Vack