Eighth+Grade+Monthly

=Monthly Point of View...=

Teachers in attendance: Where are you on your long-range plans, pacing, and content standards? After the analysis of your most recent assessment, how will you address student strengths and weaknesses? How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?Where did this week’s learning goals fall within Bloom’s Taxonomy? In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment. Comments ~ Concerns ~ Needs (resources) ** * Post a completed electronic copy of this form by the end of the school day on Thursdays **** September 30th, 2010 ** October 7th, 2010 Teachers in attendance: Pace, Donny, Shelley, Sumter and Whisenant Where are you on your long-range plans, pacing, and content standards? Regular and Advanced classes are reading Max the Mighty and reviewing basic grammar skills.Honors and MVP are working on constructed responses for Flowers for Algernon or presenting independent novel projects. Students in Mrs. Whisenant's classes have finished their biographies of Lord Anthony Ashley Cooper they are writing in conjunction with Mr. Pearman's classes. After the analysis of your most recent assessment, how will you address student strengths and weaknesses? We are re-teaching key concepts and offering other opportunities to practice analyzing texts for the elements of plot. How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? We partner students for peer editing of writing and literature analysis activities according to their scores.

Where did this week’s learning goals fall within Bloom’s Taxonomy? Levels I (parts of speech, vocabulary), II (sub-plots), III (constructed responses), IV (plot parts in texts), V (peer conferencing, novel project presentation feedback), VI (technology novel projects)

In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment. III (Applying literary analysis) IV (Literary analysis)

Comments ~ Concerns ~ Needs (resources) Thank you for the POV revisions!! :) =Monthly Point of View... 11-4-10= =Monthly Point of View...= Teachers in attendance: Sumter, Pace, Shelley, Whisenant, DonnyWhere are you on your long-range plans, pacing, and content standards? Honors is beginning Tears of a Tiger and Multi-Genre Research Project.Regular/Advanced are finishing Max the Mighty and Multi-Genre Research Project.After the analysis of your most recent assessment, how will you address student strengths and weaknesses?Reteach information and content that students are struggling with. Individual conferences with writing weaknesses. Opportunities to re-do assignments for more credit and extra practice. (No opting out!)How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?Choice in novels based on lexile scores. Grouping by ability for novel studies.Where did this week’s learning goals fall within Bloom’s Taxonomy? Analyzing literature through various texts, Creating and composing genres based on research, Evaluating web-sites and research resources for validity and reliability In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment. Analyzing literature Creating various genres Creating presentations based on independent novels. Comments ~ Concerns ~ Needs (resources) ** * Post a completed electronic copy of this form by the end of the school day on Thursdays **

= Point of View Questions Original = Place date before each entry under each question.Sumter, Pace, WhisenantDecember 2, 2010


 * Where are you on your long-range plans, pacing, and content standards? Honors students are working on their Multi-Genre Research Projects. Some regular and advanced classes are also doing a multi-genre project.
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses? Students in Regular and Advanced will be learning and practicing answering short answer questions using the Shafter Method to hopefully improve their paragraph writing skills.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? Students are choosing research topics. Students have choice in novel selections. Students have choice in learning activities.
 * Where did this week’s learning goals fall within Bloom’s Taxonomy? Students are evaluating research resources for validity which is level V. They are composing/creating various genres that incorporate the research material which is level VI. The Shafter method is having students analyze various texts which is level IV.
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. Vocabulary tests are on Knowledge (Level 1) and Applying (Level III). Max the Mighty tests including Remembering, and Analyzing.
 * Comments ~ Concerns ~ Needs (resources) 8th grade is the only grade being tested for Writing PASS!!! Scary!!!

February 3, 2011 Teachers in attendance: Donny, Shelley, Pace
 * Where are you on your long-range plans, pacing, and content standards? Honors students are working on Tom Sawyer. Regular and advanced classes are working on Anne Frank and The Wave. Donny is working on poetry with her students. Pace is working on a newspaper with hers. Shelley has her students completing research to go along with Anne Frank.
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses? Students in Regular and Advanced will be learning and practicing answering short answer questions using the Shafter Method to hopefully improve their paragraph writing skills. The students will also be using the PASS practice and USA Test Prep.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?Students are allowed in Shelley's class to select their research topic. Students are choosing their newspaper topics for Pace. Donny is allowing her students to choose 10 poems of their choice. Students have choice in novel selections. Students have choice in learning activities.
 * Where did this week’s learning goals fall within Bloom’s Taxonomy? Students are evaluating research resources for validity which is level V. They are composing/creating various genres that incorporate the research material which is level VI. The Shafter method is having students analyze various texts which is level IV.
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. Vocabulary tests are on Knowledge (Level 1) and Applying (Level III).The Wave and Tom Sawyer tests include Remembering, and Analyzing.
 * Comments ~ Concerns ~ Needs (resources) 8th grade is the only grade being tested for Writing PASS!!! Scary!!! A jeans day would be appreciated each Friday. :-)