Twelve Assignments Every Middle School Student Should
Twelve AssignmentsEvery Middle SchoolStudent Should WritePlus Prompts for Daily Writing&Guide for Surviving the Research PaperGary Chadwell
Copyright 2009 by Collins Education Associates LLC. All rightsreserved.Twelve Assignments Every Middle School Student Should Write is a revised and expandedversion of Middle School Writing Projects: Ideas for Writing Across the Curriculum originallypublished in 1996.The purchase of this guide entitles the individual teacher to reproduce theassignments, Worksheets, Focus Sheets, and Tip Sheets in Chapter Three, ChapterFour, and Chapter Five for classroom use but does not permit reproduction in anypart for an entire school, district or system, or for commercial use. With theexception of the assignments in Chapters Three, Four, and Five and the graphicorganizers that accompany them, no part of this publication may be reproduced ortransmitted in any form or by any means, electronic or mechanical, includingphotocopy, recording, or information storage and retrieval system, withoutpermission in writing from the author. All reproducible pages are designated withthis icon:For information about the products, workshops, and consulting services availablefrom Collins Education Associates LLC (CEA), call us at 1-800-932-4477, visit ourwebsite at www.collinsed.com, or contact us at 320 Main Street, P.O. Box 957, WestNewbury, Massachusetts 01985.ISBN: 978–0–9822965–1–61 2 3 4 5 6 7 8 9 0August 2009ITP: 5,000
ContentsForeword by John CollinsvIntroductionviChapter 1 Writing to Learn―Developing Fluency andIncreasing Academic Engagement1Chapter 2 Learning to Write―An Introduction toKey Writing Assignments16Seven Elements of a Great Writing ProjectWhy These Assignments Are ImportantWorksheet for Creating Seven-Element AssignmentsOverview of AssignmentsNotes on Differentiating for Your StudentsChapter 3 Essential Writing AssignmentsThe Ten Percent SummaryPersonal Vocabulary CardsComparing and Contrasting to Clarify a MisunderstandingTaking a Stand18192224253334414752Chapter 4 Highly Recommended Writing Assignments58Writing a Personal EssaySummarizing Important InformationAdvice from a Middle School Expert: A How-To GuideCollecting and Interpreting DataDescribing a Special PlaceNews with a ViewCreating a Multimedia PresentationPresenting a Mini-Portfolio to Next Year’s Teacher5964697277828691Chapter 5 The Guided Research Paper: InterconnectedWriting Assignments95FAQ About the Guided Research PaperAssignment #1: The Persuasive EssayAssignment #2: Creating the Works Cited SectionAssignment #3: The Research EssayAssignment #4: Revising the IntroductionAssignment #5: Revising the ConclusionAdditional ResourcesPage iii99103107109114119125
ForewordIn my book, The Collins Writing Program: Improving Student Performance Through Writing andThinking Across the Curriculum, I introduced ideas that make writing instruction morefocused and manageable for teachers in all content areas. Along with a rationale andresearch base for the program, I included many specific prompts and writingassignments. This book, by my colleague Gary Chadwell, is meant to complementand extend those suggestions by putting a specific focus on the needs of middleschool students and their teachers.Twelve Assignments Every Middle School Student Should Write is a revision and expansion ofGary’s earlier book, Middle School Writing Projects: Ideas for Writing Across the Curriculum.With this book, Gary has offered a roadmap for both using writing and teachingwriting in the middle school. In Chapter 1, he has suggested a wealth of Type Oneand Type Two Writing prompts that are organized by different disciplines and levelsof Bloom’s Revised Taxonomy of Educational Objectives.In Chapters Three and Four he has laid out a series of rich and challenging Type Fourwriting assignments. As I did in The Collins Writing Program: Improving StudentPerformance, he has categorized these assignments as Essential and HighlyRecommended. The four Essential assignments here parallel those in my book,though they have been tailored specifically to the needs of middle school writers.The eight Highly Recommended assignments offer a set of unique and highlyvaluable assignments that will benefit middle school students in all content areas. Aspecial emphasis is placed on the kind of assignments that are often required on stateassessments—including personal essays and persuasive writing.Chapter Five details strategies for making the experience of writing a research papermore manageable—and enjoyable—for students and teachers alike. By adapting thesegmented approach from one of my earlier books, A Survivor’s Guide to the ResearchPaper, Gary offers assignments and resources aimed specifically at the needs of middleschool writers. This approach has a nearly two decade history of success in helpingstudents with the challenge of writing a research paper.This book is accompanied by electronic files of reproducible pages of the book.These files allow you to reproduce the assignments and graphic organizers, todownload and use them in your classroom, and to customize them for your specificclassroom needs. All reproducible pages available on the CD are designated withthis icon:John J. Collins, Ed.D.CEO, Collins Education Associates LLCPage v
IntroductionFor years writing across the curriculum has been a topic of discussion and often thesubject of inservice sessions. Yet for most schools, infusing more writing intocontent areas was more of a worthy goal than a schoolwide priority. Today, however,writing across the curriculum has become a priority and a high-stakes enterprisebecause of the increased emphasis given writing by statewide assessment programs.These assessment programs are causing educators across the country to reassess theirapproach to teaching and using writing.Today, virtually every state uses student writing as part of its assessment program.Most states use the assessment for the primary purpose of improving instruction, butthe assessment programs are used for other reasons, too. They are used for schoolaccreditation, high school graduation, endorsed diplomas, teacher evaluation, and, insome cases, state funding.The burden for preparing students for these assessments should not fall to Englishteachers alone. Most of the statewide assessment programs now require constructedresponses (brief explanations of reasoning or support for an answer) in social studies,mathematics, and science. The implication for educators is clear: Use writing in yourcoursework because students who are not comfortable writing about their contentlearning will be ill-prepared for the challenges they face on the tests.This point was underscored for me by a district science curriculum coordinatorwhom I have worked with closely for several years. The coordinator was workingwith his state’s pilot of its new science assessment program. In that assessment,twenty percent of the test involved constructed response questions. The pilotcoordinators were alarmed by the number of students who simply skipped theconstructed response questions. These same students answered the multiple choicequestions, but when they were asked to explain answers, critique scientificinvestigations, or describe steps in a process they opted to not even try. My friendheld the same theory as I did about why so many students were reluctant to answerthe constructed responses: They were intimidated by the task. These questionsrequired only a few sentences to answer—not a full-blown essay. But because theywere unaccustomed to writing about science concepts, the questions seemeddaunting.Page vi
Intr oductionThe surest way to help students overcome their discomfort with writing—in anycontent area—is to have them write on a regular basis about their learning. Thisbook offers practical and manageable ways for you to infuse more writing intocoursework and help your students become more fluent with their writing. Thespecific ideas contained here are inspired by the strategies described by Dr. JohnCollins in his book, The Collins Writing Program: Improving Student Performance ThroughWriting and Thinking Across the Curriculum. I have written this book as a companionpiece to Collins’s book; I offer it as a ready-to-use, daily resource for middle schoolteachers using the Collins Writing Program.The ideas and strategies I describe are designed for use by middle school teachers inall content areas. The first chapter, ―Writing to Learn—Developing Fluency andIncreasing Academic Engagement,‖ suggests a broad range of prompts and thoughtprovoking questions that not only help teachers teach but also help students becomecomfortable with getting their ideas into writing. The second chapter, ―Learning toWrite—An Introduction to Key Writing Assignments,‖ serves as an introduction towhat the book title promises—assignments that every middle school student shouldbe doing. The final three chapters describe more formal writing assignments forstudents that provide an opportunity to develop and sharpen specific thinking andwriting skills.In the early years of the No Child Left Behind era of testing and accountability,eighth grade was typically a target grade for much of the assessment. Some educatorsmistakenly saw this as a special burden of test preparation for the unlucky eighthgrade teachers. Now, however, the statewide assessments have been spread overmore grades and disciplines so that few teachers can realistically feel they are not keyplayers in preparing their students for the high-stakes assessments.All middle school teachers, in all disciplines, must be involved in preparing studentsto think and write. We must change the culture of our classrooms so that writing isan integral part of the teaching and learning process in all subject areas.But don’t mistake this book for a test-preparation guide. The strategies and ideashere go well beyond preparing middle school students for writing assessments. Theyare consistent with the most frequent recommendations being made today foreffective teaching. Over the last few years, there has evolved a growing consensus ofstate-of-the-art practices—best practices—in each curriculum area. These practicesare recommended by professional organizations such as the National Council ofTeachers of Mathematics, the National Writing Project, the National Council for theSocial Studies, the American Association for the Advancement of Science, and theNational Council of Teachers of English.Page vii
Intr oductionMany of the strategies I suggest are identified and discussed in the Association ofSupervision and Curriculum Development’s Classroom Instruction That Works: ResearchBased Strategies for Increasing Student Achievement (2001). In that book, Robert Marzanoand colleagues have identified nine categories of strategies ―that have a highprobability of enhancing student achievement for all students in all subject areas at allgrade levels‖ (p. 7).The best practices I describe are not promising approaches to instruction; they areproven practices, shown to be effective over time and in a variety of applications.Rather than having to rely on the results of individual research studies, whichsometimes can be contradictory or confusing, educators today can benefit from largescale meta-analyses. These studies, which examine trends within a body of relatedresearch projects, identify practices that most consistently have a positive effect onstudent achievement. In 2007, the Carnegie Corporation issued findings from itsmeta-analysis on writing instruction. The report, Writing Next: Effective Strategies toImprove Writing of Adolescents in Middle and High Schools (2007), identifies the elevenelements of writing instruction ―found to be effective for helping adolescent studentslearn to write well and to use writing as a tool for learning‖ (p. 4). The CollinsWriting Program is remarkably consistent with the findings in this important study(see our website www.collinsed.com for a summary of the findings and theconnections to our program). The suggestions offered here are intended to translatethe research from the Carnegie study and from the ―what works‖ literature intoeveryday practice for middle-level grades.Writing can be, and should be, an important element of instruction aimed atencouraging students to be more engaged, productive, and thoughtful in theirlearning. In the chapters that follow, specific prompts and writing assignments areprovided that you can use daily to make writing a part of the learning culture in yourclassrooms.Page viii
C hapter 2Seven Elements of a Great Writing ProjectProject Summary: These are a few sentences describing the assignment in anutshell. In other words, the summary gives a sense of what the project involves.The summary should include a rationale for the project (how this parallels writing andthinking done outside the classroom), a context for the assignment (what learning orreading experience this is connected to), and what the final product will be (letter,dialogue, story, set of instructions, and so on).Writer’s Purpose: The purpose element clarifies for students whether they areexplaining, persuading, entertaining, or informing. It is important for writers to beclear about their writing goal since different thinking strategies or approaches aredeployed to accomplish different aims.Writer’s Role: Most writing in the classroom is done from the students’ ownperspective, but that need not always be the case. Asking students to write fromalternative perspectives—such as from the viewpoint of a character in a story, of anhistorical figure, or a tutor or expert from a specialized field—can stretch theirthinking and extend their learning. When writers think of their role, they answer thequestion, ―From whose perspective am I writing?‖Audience: In the same way that purpose helps guide thinking about writing, so doesaudience. Writers communicate ideas more easily when they have a specific audiencein mind. Knowing the intended audience (an author, a classmate, parents, a youngerstudent, or a local business) helps the writer make decisions about the writing. Thewriter can then choose the tone and language most appropriate for the audience.Form: This element clarifies what the final product will be: a letter, summary,critique, essay, laboratory report, set of directions, or some other form.Focus Correction Areas: These are aspects of writing—such as clear thesis, correctpunctuation for dialogue, or sentence variety—given special attention and specificaccountability. They let your students know what you want them to ―spotlight‖ intheir writing. To be most effective, your focus correction areas should be limited tono more than three and should include a mix of content, organization, style, andmechanical criteria.Procedure: These steps outline for students the prewriting activities and other stepsto be taken to complete the task. An important part of the project plan, these stepsshould be designed and segmented to lead students to success with the assignment.Page 18
Lear ning to Wr iteMy hope is that the projects in this book, each done in the seven element format, willserve as a model for others you will develop yourself. Thinking through a writingassignment you want your students to do, writing it down in a structured format, andtalking about it with your students will make a difference in the quality of thecompositions they give you.One of the major products of the writing institutes I conduct with middle schoolteachers is the creation of seven-element assignments in the style of those shownhere. I work closely with teachers as they wrestle with questions about audience andpurpose and as they mull over various forms they might use and perspectives fromwhich their students might write. They think hard about the procedures they canplan that will help students succeed with the task. It takes thoughtful planning to fitall the pieces together, but the results make it well worth the effort.Teachers consistently tell me they are pleased with the results of their seven-elementassignments. They feel that they communicate expectations more clearly and thattheir teaching is more focused. Not surprisingly, they find that student writing ismore focused and effective.Why These Assignments Are ImportantI meet with hundreds of teachers each year and work in countless classrooms. Noone knows better than I that there are many effective ways to accomplish similargoals; I see evidence of that every day. So why these twelve writing assignments?The most succinct way of answering that is to say these projects meet several essentialcriteria: They are used successfully by a wide variety of teachers; they can be used orreadily adapted for multiple content areas and for a variety of student needs; and theyhave a positive impact on students’ writing skills and future learning.In his book, The Collins Writing Program: Improving Student Performance, John Collinsmakes a compelling case for why some writing experiences are more important thanothers. The recommended assignments here are consistent with John’s suggestions.Let me briefly explain why every middle school student should be doing thesecompositions.They Emphasize Critical Writing and Thinking Skills. Problems with grammar andmechanics are the easiest weaknesses to notice in student writing, but they are not themost important. Writing assessments at all levels—district, state, and national—pointto shortcomings in organization and elaboration as being the most commonPage 19
C hapter 2weaknesses. So it is not just the rule-based aspects of writing that we must helpstudents improve. It is the thinking aspects of writing—how to organize thoughts,elaborate ideas, and write with voice—that we must focus on improving. The dozenwriting assignments here emphasize essential writing and thinking skills students needto become proficient writers. They also reflect the best practice literature on the kindof skills and habits of mind that our students will need for future learning, both inschool and beyond.They Provide Teaching and Modeling Opportunities. The strategies that work in most allteaching situations—modeling, demonstrating, coaching, practicing—also work wellin writing. The twelve assignments that follow are not just suggested topics. Theyoffer pathways to lead your students to success. Many include Focus Sheets andgraphic organizers that make the abstract thinking processes that effective writers usemore concrete for your students. Using graphic organizers like these helps studentsvisualize and internalize thinking processes. Some assignments also have Tip Sheetsthat offer strategies, guidelines, and rules-of-thumb for middle school writers.They Have Authenticity. Authentic writing is done for real audiences, for real purposes,and in real-world formats such as letters, directions, or recommendations. Writingassignments that have authenticity are easier for students because their knowledge ofthings like audience and purpose makes it easier to make decisions about the ways ofgoing about the writing.They Are Flexible and Easily Modified. The following projects are designed so that theycan be adapted for different content and writing levels. I also encourage you torepeat some of the projects multiple times so that your students get opportunities topractice genre-specific skills and strategies. For example, it is unlikely that a studentwho is unskilled in persuasive writing is going to make significant progress with onepersuasive writing experience—no matter how well-designed the writing experienceis. I hope these projects will serve as springboards to other, similar projects.They Provide Structure and Clarity. Let’s be honest. As teachers, we have all givenstudents assignments that, in retrospect, were not well thought-out or clear. My guessis your experience is the same as mine: Fuzzy assignments usually yield fuzzy studentwriting. The assignments in this book reflect a key tenant of the Collins WritingProgram: Be as clear and transparent as possible with students about writingexpectations.By using the seven element format of these assignments, you provide students with atangible guide to their assignment. The assignment is written, not oral. Therefore, itsimultaneously decreases the chances of the assignment being misinterpreted andPage 20
Lear ning to Wr iteincreases the chances that students will follow through in the way you expect. AsJohn C. Bean in his book Engaging Ideas (2001) says, providing students with ahandout that explains a writing assignment has the advantage of giving ―all studentssomething to refer to late at night when their class notes no longer seem soclear‖ (p. 84).My hope is that on any major assignment you are giving your students you wouldpresent it to them in the seven element format. As you think through the sevenelements, you will find that your assignment will be clearer, more focused. And theclearer your students are on your expectations, the more likely they are to meet yourexpectations. On pages 22 and 23 I provide a template you can use to design yourown assignments.Page 21
C hapter 2Overview of LSTUDIESSPECIALSUBJECTSTIMINGEssential Assignments (Chapter 3)The Ten Percent Summary(Summarizing)Personal Vocabulary Cards(Developing Vocabulary)Comparing and Contrastingto Clarify a Misunderstanding(Comparing and Contrasting)XXXXXFall andAnytimeXXXXXFallXXXXXMid-yearTaking a Stand (Persuading)XXXX Mid-yearHighly Recommended Assignments (Chapter 4)Writing a Personal Essay(Informing)Summarizing ImportantInformation (Summarizing)Advice from a Middle SchoolExpert: A How-To Guide(Explaining)X Early FallXXXXXAnytimeXXXXXMid-yearCollecting and InterpretingData (Analyzing)Describing a Special Place(Describing and Informing)News with a View (Informingand Persuading)Creating a MultimediaPresentation (Informing)Presenting a Mini-Portfolio toNext Year's Teacher(Analyzing and Explaining)XXXX AnytimeX XAnytimeXXXXXSpringX XXXAnytimeXXXXXSpring XMid-yearor Spring Requires some shift in focusInterconnected Assignments (Chapter 5)The Guided Research PaperX(Informing and Persuading)X Assignment requires little or no modificationPage 24X
C hapter 3The Ten Percent SummaryNotes to the TeacherOf all the assignments in this book, this one might have the most far-reaching effecton your students’ future learning. Summarizing should be part of every student’s skillset, but it’s not an intuitive skill for many students. It has to be developed, practiced,and refined. This writing project, along with your variations and some of thesupportive activities suggested below, can go a long way toward improving this vitalskill.Assignment Rationale: Summarizing has long been held as a highly prized academicskill. Recent, influential meta-analyses, like those described in Writing Next (Grahamand Perin, 2007) and Classroom Instruction That Works (Marzano, Pickering, andPollock, 2001), place summarizing near the top of their lists of best practices. It iseasy to understand why summarizing is important in an academic setting. Studentswho can synthesize and distill information, who can distinguish important ideas frommerely interesting ones, and who can find the gist of a text passage have a bigadvantage over those who cannot.Summarizing is also an essential life skill. Think of all the times in everyday life weuse summarizing skills: recapping a day, telling about a vacation, giving the highlightsof a meeting or an important email, providing the major points of a decision-makingprocess, giving background information on a student, describing the ebb and flow ofan exciting sporting event—the list goes on. In the Information Age in which ourstudents are growing up, with its abundance of easy-to-access information,summarizing becomes an even more important processing skill. Without the abilityto sort out and distill information, our students run the risk of being overwhelmed ina sea of data. If we don’t strengthen students’ summarizing abilities, we are notpreparing them well for the future.Special Considerations: ―You know, students should know how to summarize beforethey get to middle school.‖ I hear that one a lot. It may be true, but if students don’tknow how to summarize, then we need to help them with it, especially withnonfiction. Unfortunately, summarizing gets mentioned often but few teachers spendmuch time directly, or even indirectly, teaching students how to summarize. The TenPercent Summary assignment provides some structured steps that will help yourstudents who are not already proficient at summarizing.Keep in mind that summarizing is not a discrete skill. It actually involves a numberof interrelated skills such as finding key words, paraphrasing, categorizing, and findingmain ideas. With that in mind, there are several ways you can strengthen some ofthese component skills in brief, everyday classroom activities. To help your studentsPage 34
Es s ential Wr iting A s s ignmentswith the Ten Percent Summary, consider using some of these activities throughoutthe year, as often as you feel they are needed: Underline Key Words in Quick-Writes – After students have done a Type Oneor Type Two Writing, ask them to quickly underline important words in their ownwriting: ―Before we talk about your answers, take one more minute, reread youranswer, and underline the five most important words. Underline words that, if Ionly looked at those words, I‘d get the gist of your idea.‖ Finding key words isat the heart of summarizing and what better way for students to practice findingkey words than identifying their own key words? You may also ask severalstudents, ―Before you read your entire answer, just read to me the five wordsyou underlined. I‘ll see if I get the gist of your answer.‖ These techniques arequick, low-risk, and can be embedded in most any lesson. The frequent practicewill help your students improve an important sub-skill of summarizing. Use the Draw-the-Line Strategy with Quick-Writes – Another informal techniquethat can be used with Type One or Type Two Writing is asking students to addnotes to original writing: ―Everyone, please draw a line under the last line thatyou just wrote. As we discuss your responses, add things below the line that areinteresting ideas or that are good answers that you didn‘t have.‖ Point out tostudents that they are not taking dictation (word-for-word transcription ofclassmates‘ ideas), but rather writing down the key words that capture theessence of an idea. In fact, you may want to model this for students by listeningto an answer and writing on the board as you say to your students, ―Yes, that iscorrect. If you didn‘t have that, add below the line ‗won Nobel Peace Prize‘.‖Effective note-taking is another valuable skill related to summarizing. Summarize Short Passages as Type Two Writing – A brief practice activity thatyou could do often—even as a class warm-up activity—is to give students shortparagraphs to summarize. These 75–100 word passages could be read quicklyand then summarized in approximately 8–10 words. Practice like this in theshort form, will make working with longer passages seem less daunting. Practice the Ten Percent Summaries on Intermediate-Length Passages – Beforeasking students to do a ten percent summary of a 750–1,000 word passage orarticle, practice on shorter passages that are, say, 250–300 words in length.Remember that the ten percent summary is not just a test of whether students cando it, but a chance to practice, to build their intellectual stamina for the task, andto improve their ability. To accomplish that might mean taking incremental stepslike these—especially for students with limited experience with summarizing.Differentiating the Assignment: One way that you can differentiate this assignment basedon your diagnosis of your students’ needs is by your choice of passage to besummarized. Since you will undoubtedly use this assignment multiple times, you maychoose increasingly longer articles as your students’ confidence and ability grows.Page 35
C hapter 3You may also start with very familiar text structures by using excerpts from yourtextbook, and then move to less familiar texts such as classroom magazines andeventually to trade or professional articles.You may also wish to vary the frequency of this assignment with different classes.For those who are not strong summarizers, you may wish to do the assignment moreoften in order to provide more practice. You may also do much more of the―incremental practice‖ mentioned above. For more capable students, you may wantto do fewer summaries but use longer, more challenging pieces to summarize. Tenpercent summaries are excellent homework or extra credit assignments. Not only dostudents practice summarizing, they are also building background knowledge in theareas they are reading.Modifying the focus correction areas will also enable you to accommodate differentlevels of students. For students who need more support, consider using an FCA thatrequires them to use a certain number of key words from the article (―5 Key Words—Underlined‖). By selecting and posting the words to be used, you provide a guide forthe less confident students. As they improve with summarizing, you would providefewer such guides.For the ―To be determined‖ FCA, here are some other possibilities: Include one short, correctly punctuated quotation (3-6 words) No more than 4 consecutive words taken from the original text Vary sentences (beginnings or lengths) Choose among several areas of conventions (complete sentences,spelling, capitalization, legible handwriting, commas)About the Procedures: Two aspects of the procedures—the structured guidelines forrereading and the completion of the I-D-E-A-S guide sheet—are steps that requireyou to decide just how much support you feel your students need. For studentsinexperienced with
Writing can be, and should be, an important element of instruction aimed at encouraging students to be more engaged, productive, and thoughtful in their learning. In the chapters that follow, specific prompts and writing assignments are provided that you can use daily to make writing
The following workshop participants contributed to the creation of the 2018-2019 Middle School Athletics Handbook: Mr. Ryan Bingaman, Silver Creek Middle School Mr. Jeffrey Brink, Julius West Middle School Ms. Melanie Brouillard, Rocky Hill Middle School Mr. Michael Endler, Sligo Middle School Mr. Alex Evangelista, Briggs Chaney Middle School
individual. Indeed, we find that our Twelve Concepts are the spiritual foundation for all of A.A.’s world services.” For more information about the Twelve Concepts for World Service, see “The Twelve Concepts Illustrated” (P-8); Twelve Concepts Window Shade (M-20); “The Twe
Central Valley Middle School Beaver County 527 45.15 11.67:1 Cambria Heights Middle School Cambria County 348 25.59 13.60:1 Titusville Middle School Crawford County 472 34.55 13.66:1 Wilson West Middle School Berks County 720 51.00 14.12:1 Pleasant Hills Middle School Allegheny County 668 45.90 14.55:1
Stemmers Run Middle White Oak School Windsor Mill Middle Woodlawn Middle Caroline Col Richardson Middle Carroll Crossroads Middle Cecil Elkton Middle Charles General Smallwood Middle R.D. Stethem Ed Center Dorchester All schools are enrolled in CEP! Harford Center for Ed Opportunity Alt
Each week you will have pre-lab assignments and post-lab assignments. The pre-lab assignments will be due at 8:00am the day of your scheduled lab period. All other lab-related assignments are due by 11:59 pm the day of your scheduled lab period. Pre-lab assignments cannot be completed late for any credit. For best performance, use only Firefox or
1. To add the Assignments tool to your course site: Go to Site Info Manage Tools, select the Assignments tool, click Continue, then Finish 2. On the course menu, click the Assignments button to go into the Assignments area. Step 2: Add an Assignment 1. At the top of the Assignment List, click on the Add button to add a new Assignment.
Website: www.springbranchisd.com . Spring Branch Independent School District Middle Schools . Academy of Choice MS (AOCMS) Cornerstone Academy (CSA) Landrum Middle School (LMS) Memorial Middle School (MMS) Northbrook Middle School (NMS) Spring Branch Middle School (SBMS)
Goodson Middle School 17333 Huffmeister Cypress, TX 77429 (281) 373-2350 Smith Middle School 10300 Warner Smith Blvd. Cypress, TX 77433 (281) 213-1010 Aragon Middle School 16823 West Road Houston, TX 77095 (281) 856-5100 Hamilton Middle School 12330 Kluge Road Cypress, TX 77429 (281) 320-7000 Spillane Middle School 13403 Woods Spillane Blvd .
