October 9-13

Week at a Glance:

Monday-Tuesday: Students are working diligently to complete the final copy of their original short story. We have been working on these for over a week in class therefore, there should not be an excuse as to why yours isn’t completed! Today and tomorrow students will be in the computer lab typing their short stories (optional).  In addition, students completed peer editing checklists to ensure their short story met the requirements! HW- COMPLETED SHORT STORY IS DUE THIS FRIDAY, OCTOBER 13. THIS IS YOUR ONLY HOMEWORK THIS WEEK! MAKE SURE YOU TURN IT IN! NO EXCUSES!

Short Story Peer Editing Checklist

Wednesday-Friday: Students will begin previewing an on-going “mini” novel study.

  • 1st and 3rd periods- you are reading “The Witches” by Roald Dahl.
  • 2nd and 4th periods- you are reading “Monster” by Walter Dean Myers

Monster                     the witches


  • Conference week is next week! Please make sure you know what date/time your conference is!
  • Literacy Night is this Thursday! Stop by ECMS at 6:30 for a fun night of games!
  • The Book Fair will be open this Thursday thru next Thursday. Stop by to purchase books!


Additional Info:

Each year, the state of Georgia has each school administer a survey to parents, students, and staff members that generates the School Climate rating that is tied to our school’s CCRPI score. Each school must have a 75% participation rate on the Georgia Student Health Survey 2.0 and the Georgia School Personnel Survey. Failure to meet the 75% participation rate on these two surveys will result in a 0.00 score; thereby, significantly reducing a school’s School Climate Star Rating. East Cobb is very proud of its 4-star rating and hopes to continue to improve upon this excellence in the future. To do so, we need your help in getting as many parents as possible to take the survey.

The Georgia Parent Survey
All parents are encouraged to participate in the Georgia Parent Survey because the data is used as part of the calculation of the School Climate Star Rating. Survey responses are anonymous and will be submitted directly to the Georgia Department of Education for analysis. The Georgia Parent Survey is also available in Spanish. Parents may select the Spanish version within the survey. Results from the Georgia Parent Survey will not be available to the public and will not be posted online. The Georgia Parent Survey link is posted below.
Georgia Parent Survey:

Parents may take the survey on a personal computer, smartphone, or tablet. For those without internet access, please contact Mike Chumley, our Parent Facilitator, to utilize a computer in the parent resource center, or you may visit your local library. The link to the survey may also be found at our website, http://www.cobbk12.org/eastcobb.

The Georgia Student Health Survey 2.0

Students at East Cobb Middle School will be taking the Georgia Student Health Survey 2.0 in their English/Language Arts classes as they visit the Media Center between now and the Thanksgiving holiday. Federal law requires that the student survey be made available for review by all interested parties; therefore, copies of the student survey may be reproduced and made available to parents or other parties upon request. Student survey results, copies of the student survey questions, and parent opt-out forms are available on the Georgia Department of Education webpage at http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/GSHS-II/Pages/Georgia-Student-Health-Survey-II.aspx. Please return any opt-out forms to April Gwyn, Assistant Principal, via the front office.

Thank you!



October 2-6

happy fall

Week at a Glance:

Monday: Students read “The Treasure of Lemon Brown” in their SpringBoard, discussed the importance of figurative language in short stories (similes, metaphors, and personifications), and worked in partners to answer text-dependent questions.

1ST AND 3RD PERIODS ONLY– your homework is to finish questions 1-6 on pg. 81-82.

2ND AND 4TH PERIODS ONLY- your homework is to finish questions 1-12 (minus #7).

Tuesday-Wednesday: Students will read review what theme in literature means. We will do this by watching a few Disney movie trailers/music videos and discussing what the message/moral of each is.  After, students will read “The Fun They Had” in the SpringBoard.  Students will answer questions 1-3 on pg. 86-87.

Additionally, students began the brainstorming process for writing an original short story.  Each student was given a plot template to complete in the brainstorming process. If this template wasn’t finished in class, IT IS HOMEWORK DUE THURSDAY.


Thursday: Students will begin brainstorming for their own short stories. The FINAL DRAFT of these will be due NEXT Friday, October 13.  Until then, students will participate in a variety of “writing process” activities in order to develop their stories.

Friday: Library for check out!


September 18-22

NO-NAME EPIDEMIC: There is a terrible epidemic taking over all of my classes. Students are not putting their names on their assignments! Many of you will notice you have zeros in the gradebook… you may be thinking, “Hey! I know I turned that assignment in!” Well, it’s extremely possible that you simply neglected to put your name on your paper! Ask me to see the pile of sad, no-named assignments!

Week at a Glance:

Monday: Students reviewed the steps of the plot diagram (exposition, rising action, climax, falling action, resolution) by watching “Geri’s Game” and completing a plot diagram. (NOTE– this was originally assigned last week, but due to time we finished it today!) Additionally, students read “Daedalus and Icarus” in their SpringBoard and analyzed the different parts of plot within the text.  HOMEWORK- finish answering questions 1-5 on page 65 if you did not finish in class (most students finished!). 

Tuesday: Students will examine what makes an effective exposition in a short story by focusing on the exposition in “Daedalus and Icarus.”  Students will complete the chart on page 66 of their SpringBoard.  Additionally, students will analyze how important varied sentence structure is to writing by completing the activity on page 67. HOMEWORK- finish the exposition chart (#6) on page 66 and #7!


Wednesday: Students will change their focus to conflict, rising action, and climax in a short story by reading Sandra Cisneros’ “Eleven” on page 68.  Students will answer the text-dependent questions on page 70-71 (1-7). HOMEWORK- finish any questions you did not finish in class! 3rd period- you only have to do #1 and #3. All classes- please exclude #2.

Thursday-Friday: Students will examine the importance of a resolution in a story and the use of figurative language by reading “The Treasure of Lemon Brown” by Walter Dean Myers.  This is a longer short story (despite it being a short story!), so the assignments and work with this particular passage will most likely go into Friday as well.  HOMEWORK- tbd

Note– parents and guardians, on Monday, September 18, a conference week letter was sent home with all students.  You will only conference with your child’s first period teacher during conference week.  The letter that was sent home allows you to pick the type of conference that works best for you! Please send the completed form back with your student ASAP so teachers can honor your conference preference. Thank you!

Personal Narrative Announcement: I have FINALLY graded and entered ALL personal narratives into the online gradebook. If you see a “50” in the gradebook for your personal narrative, you did not turn one in.  I have 2 or 3 without names that are waiting to be claimed!

September 13-15

Week at a Glance:




Wednesday: Students focused on theme and elements of the plot diagram.  In class, students discussed the meaning of theme and shared what they thought the theme of “Thank You M’am” could possibly be.  Additionally, students participated in two Flocabulary videos (Theme and Plot).  Then, students analyzed the different parts of the plot diagram by reading/listening to Cinderella. HW- NONE.

Cinderella Plot Activity- Click me!

Thursday: Students will take a closer look at analyzing the different parts of the plot diagram by completing a plot diagram vocab sort and by watching two Pixar “shorts.”  While watching the shorts, students will fill in a plot diagram.

Pixar Short #1Click me!

Pixar Short #2Click me!

Friday: Library for check out.

September 5-8

Hope everyone had a relaxing Labor Day Weekend!

Week at a Glance:


Tuesday: Students were given the entire class period to write their FINAL DRAFT of their personal narratives.  Please see the scoring guide that is attached below. HW- finish final draft (DUE TOMORROW).

EA #1 Scoring Guide– this is the rubric I will be using!

Your narrative must follow the below requirements:

personal narrative requirements

Wednesday: Students will unpack embedded assessment #2 (this is the second big writing assignment of unit 1) noting the skills and knowledge needed to successfully complete this assignment.  Then, students will compare/contrast a personal narrative to a short story. HW- NONE.

Thursday: Students will read “Thank You M’am” by Langston Hughes in their SpringBoard during class.  While reading, students will mark the text using close reading symbols.  Additionally, students will be working in pairs to answer text-dependent questions.  They will finish up by discussing the elements that make a “good story” such as the setting, characters, the major incident, conflict, and theme. HW- Finish text-dependent questions 1-6 on pages 56-57.

Friday: Students will be working in the computer lab completing activity 1.12 in their SpringBoard. At this point, EVERY student in my class has registered for the digital version of online SpringBoard. HW- NONE.


August 28-September 1

Sorry for the late post…

Week at a Glance:

Monday: Students discussed different hooks in writing.  In addition, they began drafting their rough drafts of their personal narratives with specific emphasis on the hook!  See the different types of hooks below. HW- NONE.


Tuesday: Students were given the entire class period to work on their rough drafts for their personal narratives. Students used a “proficient checklist” to make sure they include the necessary details and information into their personal narratives.  See checklist below. HW- completed rough draft is due THURSDAY.

proficient checklist

Wednesday: EARLY RELEASE! We will be going to the computer lab to sign up for SpringBoard online accounts! After, (with the little time we have left due to early release) students will work on finishing up their rough drafts! HW: ROUGH DRAFT IS DUE TOMORROW.



Thursday: Students will peer edit/revise their personal narratives. After, they will begin their final, NEW draft of their personal narratives. This will be the one you turn in for a grade!

Friday: Students will go to the library for check-out. After, they will finish their final drafts of their personal narratives and turn them in!




August 21-25

Week at a Glance:

Monday: Students analyzed different types of figurative language by reading “The Jacket” by Gary Soto and completing pages 32-34 in their SpringBoard workbooks. HW- NO HOMEWORK!

Huge CONGRATS to all of my classes for being awarded the “Eclipse Class Points Special!” Each class was awarded an additional 40 points for remaining in their assigned seats unless given permission to move! AWESOME!

Tuesday: Students will analyze the effects of figurative language in a personal narrative (still working with “The Jacket”). We will finish questions 1-8… HW- finish #7 on page 34 of your SpringBoard. Here is an attachment of the chart if you need it. Many students finished this in class!

The Jacket Chart (Modified)

Wednesday/Thursday: Students will begin the brainstorming process of their own personal narrative.  Together, we will go through a variety of brainstorming activities to get their ideas flowing.  We will review important narrative techniques we’ve learned thus far in the hopes of incorporating those techniques into our own personal narratives!

Friday: Students will review the “incident-response-reflection” strategy as they draft their personal narratives.  We will use a part of the The Lion King to model the “incident-response-reflection” strategy.