CMS 8th Grade Husky Howler
February 2018
Thweatt's Husky Pause
Teachers have been working to make course recommendations for your child's transition to high school. It is very important that the communication sent home from the high school regarding choosing electives and verifying course placements is read very carefully. I recommend saving this task until you have time to sit down and process all that you are asked to complete. Please be on the lookout for course verifications to be sent home on or about February 14.
The Roswell High School Counseling Department has asked that I make the following information available to you:
We are excited about the upcoming transition for your rising 9th grade child. We understand there are many factors to consider when helping your child with course selection and elective decisions. While Roswell counselors are not able to meet individually with students and parents, we do have several resources available to you to address your registration questions.
Roswell Registration Email- askroswellcounselors@gmail.com – open from February 12 to April 30 and monitored by a RHS counselor. Please send any and all registration questions to this email and expect an answer within 48 hours.
Roswell Course Catalog- http://school.fultonschools.org/hs/roswell/Pages/default.aspx - Review the 2018-2019 course catalog (link on right side of page) for detailed information on placement recommendations for 9th graders, elective offerings, and more!
Rising 9th grade parent night- High School 101 presentation – www.roswellstudentservices.weebly.com – information regarding course sequencing, available pathways, and finding the right balance.
Please speak to the middle school regarding questions related to: opt in/out of high school classes in 8th grade, summer school registration, teacher recommendations, and completing the registration form.
We look forward to working with you and your future Hornet!
RHS Student Services
GA Road Trip
For those students who will be attending the GA Road Trip on March 21 through March 23, there is a Mandatory Parent Meeting on Tuesday, March 6th at 5:45pm in the Café. This information, as well as other very important details, was included in an email from Ms. Porter sent on February 6. Please look for that email and read the information carefully.
Special Event: GA TECH Laser Project
The Laser Project is an ongoing, interactive, STEM outreach project of the Georgia Tech Research Institute. The Laser Project is a series of eleven museum quality, portable, hands-on science exhibits featuring lasers and laser technology. The laser exhibits are engaging and colorful. They illustrate a variety of topics concerning the science of optics in general and lasers in particular while highlighting some of the applications of lasers in modern society (telecommunications, entertainment, data storage, etc.). Our students will have the opportunity to experience the Laser Project on the CMS campus on Friday, February 16. A special thanks to Ms. Davidson for coordinating this event.
Math
On Level Math 8 Students have begun their further exploration of functions, focusing on the study of linear functions. They will develop an understanding of the connections between proportional relationships, lines, and linear equations, and solve mathematical and real-life problems involving such relationships. Slope has been formally introduced, and students will work with equations for slope in different forms, including comparing proportional relationships depicted in different ways (within a graph, table, and equation).
Math 8 Adv This month, students will further explore functions, focusing on the study of linear functions. They will make connections between proportional relationships, lines, and linear equations, plus they will solve mathematical and real-life problems involving such relationships. Slope is formally introduced, and students will work with equations for slope in different forms, including comparing proportional relationships depicted in different ways (graphical, tabular, algebraic, verbal). This unit is a major stepping stone for the next two units we will be working to learn.
Algebra I: Students are finishing up our Unit on Exponential Functions. Our unit assessment will be on February 11th and will focus on solving exponential equations, graphing exponential equations & growth/decay problems. We will then move into our next unit, describing data. This unit builds upon students’ prior experiences with data, providing students with more formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. Students interpret slope and the intercept of a linear model in context. Students compute (using technology) and interpret the correlation coefficient of a linear fit. Students also distinguish between correlation and causation. Students use measures of center (median, mean) and spread (interquartile range, mean absolute deviation) to compare two or more different data sets. Students interpret differences in shape, center, and spread of the data sets in context. In this unit, students decide if linear, quadratic, or exponential models are most appropriate to represent the data.
Accelerated Algebra 1/Geometry A We recently began Unit 6 on Describing Data. This unit builds upon students’ prior experiences with data, providing students with more formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. Students interpret slope and the intercept of a linear model in context. Students compute (using technology) and interpret the correlation coefficient of a linear fit. Students also distinguish between correlation and causation. Students use measures of center (median, mean) and spread (interquartile range, mean absolute deviation) to compare two or more different data sets. Students interpret differences in shape, center, and spread of the data sets in context. In this unit, students decide if linear, quadratic, or exponential models are most appropriate to represent the data.
Language Arts
In 9th Grade Honors Literature & Composition we are continuing our unit with Shakespeare’s Romeo and Juliet. After the reading of each act in the play, students will be able to: summarize the events of Shakespeare's Romeo and Juliet, explain how the speeches of the play's principal characters develop the audience's understanding of both the characters and the central ideas or themes of the play, and cite quotes from the play to support their ideas. Additionally, students will analyze the text to evaluate how Romeo and Juliet lives are affected by outside events, family situations, or cultural, political, and social trends by making connections between the text and their own lives. After the reading of Romeo and Juliet, students will begin research for an argumentative research essay.
Eighth Grade ELA students are currently reading To Kill a Mockingbird as a model text to respond to our unit question, “Why should we care?”. Students are also beginning the process of writing an argumentative research paper on a topic of their choice related to our unit question. Students will be guided through the process of brainstorming, narrowing a topic, determining valid research sources, learning about various persuasive appeals, including proper citations in their writing, and revising their work.
Social Studies
We have recently begun our biggest unit of the year related to the state government. Students have learned about the Georgia General Assembly and the legislative process and are tracking bills to see how far they get during this legislative session. With a visit to the State Capitol this week, students are able to see the legislative process in action! ( Special thanks to Ms. McCaulley and Ms. Salvatore for their work in organizing the trip!) We will continue our study of state government throughout the month of February. Topics that students will learn about include the executive branch, the judicial branch, local government, and juvenile justice.
Science
8th grade curriculum:
The 8th grade students are wrapping up the Energy/Heat Unit and the summative assessment will take place on January 31. They learned all about the different forms of energy and how energy transformations support the Law of Conservation of Energy. Students completed an Argument Driven Inquiry lesson and the results were great. We will begin the WAVES Unit next. Students will continue to complete different types of inquiry lessons in an attempt to justify the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.
Before we know it the end of second semester will be upon us. We would like to remind you that students will have a final exam and The Georgia Milestones test toward the end of the semester that covers the entire year’s content. It is never too soon to begin reviewing notes and practicing content from the first semester.
High school curriculum:
This semester began with Force and Motion. Students have learned a lot of new information and are now connecting those concepts to work and simple machines. Students will soon begin designing their very own Rube Goldberg Machines. This activity allows them to apply the concepts of Force and Motion while utilizing all six of the simple machines. The Energy Unit is next and students will learn about the different types of energy and how energy is transformed. They will also participate in an inquiry lesson based on the phenomenon of heat transfer which will promote analytical thinking and encouraging them to make connections between heat transfer and the density, conductivity, and particle movement of metals vs. plastic.
The EOC will be here soon! Please encourage your students to begin reviewing their notes in preparation for the upcoming exam. Study groups are a great way to have fun while learning new techniques or study methods. As a reminder, the EOC covers the content from the entire year and counts for 20% of their 2nd semester grade.
World Languages
Level 2/2H French students are studying French holidays (like Bastille Day and le Carnaval) and le passé composé (past tense) in Unit 6A. They have written “devinettes” (riddles) and presented French mini-plays on life topics like marriage and happiness. While studying the past tense, students have been given the choice of acting out a past-tense Prévert poem (memorized) in groups-or rewriting the poem, based on their own experiences, using a template and pertinent vocabulary. We will have a unit test the third week of February.
German students are expanding their vocabulary by reading a variety of authentic reading materials. They generally learn 50-60 new words for each reading. Students should continue to study vocabulary 20 minutes per day and prepare in advance for major assessments. It is important for students to pace themselves with the amount of vocabulary they have second semester.
Spanish 2H continues to practice with the preterite tense. We have been working with irregular verbs and getting those mastered in many ways that include games, writing, and speaking within the context of our unit on food. We are beginning our novela called La Catrina. There are many fun activities tied to the novela over the next several weeks. We have much to review and learn in the area of Grammar going forward and students will have opportunities to demonstrate their knowledge in some upcoming PBA's.
Spanish Level 2: Students are working on lesson 8 which revolves around food and ordering in a restaurant. Students will need to continue to make sure they are studying their vocabulary on a nightly basis. We will be starting to read "Pobre Ana", a novel in Spanish. Please remember that students can work on activities and access their books through vhlcentral.com. Any issues with the site, please call 1800-248-2813.
Spanish Level 1: Students are working on lesson 3 which discusses family relationships and adjectives. Please make sure that students are studying their vocabulary on a nightly basis. Please remember that students can work on activities and access their books through vhlcentral.com. Any issues with the site, please call 1800-248-2813.
Graduation Coach's Call
As part of our RtI (Response to Intervention) process, students who have been identified as needing extra support in math, language arts, or reading, attend small group support sessions during homeroom 2-3 days a week. The focus of these sessions is to remediate/reteach skills and concepts that a student has not mastered. It is our hope that extra time and a smaller setting will help our students who are struggling. For more information about RtI, email our Graduation Coach, Ms. Pannek, at Pannek@fultonschools.org.
From the Counseling Corner
It’s National School Counseling Week, do you know your child’s school counselor?
National School Counseling Week is the week of February 5–9. It is a time to focus public attention on the unique contribution of professional school counselors within U.S. school systems and how students are different as a result of what school counselors do. National School Counseling Week highlights the tremendous impact school counselors can have in helping students achieve school success, have access to emotional support and plan for a career.
School counselors work with all students to remove barriers to learning by addressing students’ academic concerns, career awareness and social/emotional skills. “Comprehensive school counseling programs help to increase student achievement and provide a much-needed resource for students, parents, teachers and administrators. School counselors are integral to student success." said Kwok-Sze Wong, E.D.
Please do not hesitate to reach out to us with questions, concerns or comments.
Thank you!
Amy Levin and Gina Severino