# data[].attributes.body
Students who miss school because of suspension, illness, family circumstances, etc. can log into Google Classroom and get the mini-lesson and materials that they need to be successful.

# data[].attributes.body
Partner presentations from author study projects.

# data[].attributes.body
Students are now using the e-notecards available through Quizlet to study academic vocabulary. The Quizlet app allows them to attach a picture to their notecards for study and to share their notecards with other students for partner study.

# data[].attributes.body
Students utilize a journal style entry each day to synthesize their "take-away" learning for the day.  (Writing, Inquiry, Collaboration, Organization or Reading).  They describe their personal "Today and everyday. . . or
Now I know. . .

# data[].attributes.body
On this Google Classroom section students provide book recommendations to each other after they have read a book. This is on-going and they look at each others sites for "What should I read next?"

# data[].attributes.body
Students met in self selected literature circle groups via Wikispaces. Holocaust historical fiction was explored through chosen roles and students met shared insights through daily posts.

# data[].attributes.body
While implementing the Reading Workshop Units of Study students began use of a digital spiral notebook. In this notebook they recorded and shared with their reading partner their notes/thoughts around the mini-lesson and application of the lesson during personal reading time.

# data[].attributes.headline
"The Great Fire" jigsaw presentation of non-fiction text.

# data[].attributes.subject
"The Great Fire" jigsaw presentation of non-fiction text.

# data[].attributes.body
Students learned to share the document so that each group member could work on the document at the same time. GREAT COLLABORATION resulted from implementation of this technology.  Students then used Chromecast to for instructional presentations.

# data[].attributes.body
The 8th grade classroom is  piloting the Lucy Caulkins Reading Curriculum in 2017.  Students created/ share an ongoing document, in Google Classroom, of what they have read. They rate the books for other readers.  This becomes a "What Should I Read Next" resource in our class.
https://classroom.google.com/c/NzA4Mjg5OTg2M1pa/a/ODUwNTA1OTc3M1pa/submissions/by-status/and-sort-name/all

# data[].attributes.body
Students choose their study area of mythology, conduct research, view videos and PowerPoints while taking Cornell notes.

# data[].attributes.headline
Inquiry               Students complete self directed learning of academic vocabulary through Wordly Wise.

# data[].attributes.subject
Inquiry               Students complete self directed learning of academic vocabulary through Wordly Wise.

# data[].attributes.body
In the 4th Quarter students have self directed vocabulary due weekly. There chosen words come from other content areas, from reading or from listening.

# data[].attributes.headline
Collaboration       Padlet: What does courage mean to you?

# data[].attributes.subject
Collaboration       Padlet: What does courage mean to you?

# data[].attributes.body
Students create a Padlet to show understanding of "Courage in Life and Literature".

# data[].attributes.body
Daily application of Google Classroom

# data[].attributes.headline
Writing                     Lucy Caulkins Unit #3

# data[].attributes.subject
Writing                     Lucy Caulkins Unit #3

# data[].attributes.body
After completing the trail of research and writing a five page paper on teen advocacy, students share their work with each other through an exhibit day. During this exhibit day students analyzed the writing work of their peers and provided feedback.