Cluster Four Bi-Weekly Update
January 6, 2023
WMS Geography Bee!
Social Studies with Ms. Lorigan (1/6/22)
We are continuing with our third unit of study in Social Studies class this year, building on 6th-grade learning about the Abrahamic religions and culture with case studies in Hinduism, Buddhism, and ancient Greek (and Roman) religion (now “mythology”). The unit question is, “How do beliefs shape the way people live?” Prior to Winter Break, we began with overall ideas about the importance of religious literacy to our democracy. We analyzed Hindu and Buddhist art and read about their origins and values. Since our return from break, we have begun to look at how the ancient Greek beliefs influenced their lives. Students participated in an impromptu production of the competition between Athena and Poseidon to become the patron deity of the city to be named Athens. Soon, we will begin to read an adaption of Homer’s “Odyssey” entitled, The Adventures of Ulysses, by Bernard Evslin. They will be looking for evidence of divine intervention in the classic tale.
Students are continuing to work on many important social studies skills: executive functioning, nonfiction reading, map-reading, using multiple sources, using a table of contents in a book, and extracting key information as it relates to the learning targets. Students are able to access the social studies content through complementary texts and videos on Google Classroom.
Learning Targets:
I can explain how religion influences how people live.
I can recognize and explain connections from ancient Greek and Roman mythology to modern culture
Below are photos from an impromptu skit performed by students after reading a text about the founding of Athens. Ask your kids what it was about!
Science with Ms. MacAulay - updated 1/6/2023
Students did a fine job researching and putting together books on a body system. Students are taking turns presenting their books at the beginning of each class so they all experience sharing their research and learning from their classmates.
We have switched our focus from life science to chemistry this week. We begin by looking at properties of matter in a lab activity we will do Monday. Students and I are excited about this unit as it allows for several hands-on lab activities.
Chemistry Learning Targets:
Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
Give basic examples of elements and compounds.
Differentiate between mixtures and pure substances.
Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample.
Differentiate between physical changes and chemical changes.
Cluster 4 Math Class with Mr. Martin (updated 1/6)
Hello Cluster 4 Families!
We hope everyone enjoyed their Winter Break. This week students completed their mid-year Math iReady Diagnostic. This will help with creating semester 2 WIN groupings coming up in a few weeks.
Along with completing the iReady diagnostic, we also started Unit 4: Proportional Relationships and Percentages. This unit is broken up into two sections. Section 1 is Percentages as Proportional Relationships and Section 2 is Applying Percentages. As usual, there will be a quiz after section 1 is completed and a test after section 2 is completed.
Here is a link to our Unit 4 Family Resource Information Sheet.
Below is a further breakdown of the lessons that will be taught in Section 1 of Unit 4: Proportional Relationships and Percentages.
Section 1: Percentages as Proportional Relationships (Lessons 1–7 + Quiz)
Students can determine missing measurements in proportional relationships involving fractional quantities or percentages. Students can also represent proportional relationships using tape diagrams, tables, double number lines, and equations.
Lesson 1:
- I can visualize a percentage on a grid as picture.
- I can calculate the percentage of a number. Ex: 20% of 60 is what number?
Lesson 2:
- I can use the constant of proportionality to solve problems that involve fractions.
Lesson 3:
- I can use a table to determine an unknown value in a proportional relationship.
Lesson 4:
- I can use tape diagrams and tables to represent adding or subtracting a percentage from100%.
- I can determine the new amount if I know the original amount and the percent change.
Lesson 5:
- I can write an equation to represent adding or subtracting a percentage from 100%.
Lesson 6:
- I can use double number lines to represent adding or subtracting a percentage from 100%.
- I can determine the original amount if I know the new amount and the percent change.
Lesson 7:
- I can determine the original amount if I know the new amount and the percent change for one-step and multistep problems.
Language-Based English Language Arts with Mrs. Sullivan (1/5)
Post-winter break writing activities had students reflect on past goals and set new goals for the upcoming 2023. Students pondered their hopes for family, friends, and themselves writing and sharing with their classmates. Online learning continues with challenging tasks based on grammar and spelling minilessons. Teacher/students conferences are an opportunity to discuss goals, feedback, and accomplishments. Check-ins are conducted every two weeks.
Language Live will continue with Unit 4 based on the Jazz Age. Vocabulary will be pre-taught and informational text features will be reviewed. Jazz master recordings will also grace the class with the sounds of ragtime and blues. Students are asked to work on word, text, and sight word training at home to keep up with the class. These activities support all areas of reading and writing in seventh grade.
Jennie Mosca received an award for being the first to complete the independent reading book bingo. She read over 16 books since the start of school. Bravo, Jennie!!!!
English Language Arts with Ms. McDonagh - updated 1/ 5/2022
Happy New Year!!! I hope you had a relaxing, fun break and enjoyed your family time. Welcome back to school for a fresh start in the new year.
In ELA, we are launching our first round of book clubs. Students will be working in small groups to read different novels. The students have choice in which books they prefer. All of the novels focus on similar themes to “The Outsiders” but in modern settings with diverse and varied characters, settings, and conflicts. At the end of this week, we begin with a “Book Club Shopping'' day where students will explore different book titles to prioritize their top three choices.
Our goal for our book clubs is to build independence as readers and thinkers and to transfer the learning from the whole group novel. As students read, they will notice and discuss the characters, point of view, conflict, setting, symbolism, and theme and how these elements influence each other in the story.
Another goal is to practice engaging in collaborative, student-led discussions with the aim to prepare thoughts to share, express ideas and build on each other’s contributions. After so long away from full peer interaction during our Covid year, this will be an especially valuable way to build lifelong skills and experience the joy of learning from each other.
Learning Targets:
RL1 Cite several pieces of textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. RL2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of a text. RL3 Analyze how particular elements of a story, poem, or drama interact (e.g., how setting shapes the characters or plot). RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, tone, or mood, including the impact of repeated use of particular images. RL5 Analyze how aspects of a literary work’s structure contribute to its meaning or style RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.
W2 2. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension .b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
SL1 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and clearly expressing their own a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
L1 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. a. Use phrases and clauses to communicate ideas precisely, with attention to skillful use of verb tenses to add clarity. L2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Use a comma to separate coordinate adjectives (e.g., a fascinating, enjoyable movie). b. Spell correctly, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).