Cluster 3

April 29- May 6

Waterslide Project in Makerspace

Big picture

To translate this newsletter, click on it then use the link to the right. (English

Para traduzir este boletim, clique nele e use o link à direita. (Portuguese)

Para traducir este boletín, haga clic en él y luego use el enlace a la derecha (Spanish)

لترجمة هذه الرسالة من المدرسة ، اضغط عليها ثم استخدم الرابط الموجود على اليمين. (Arabic)

Այս տեղեկագիրը թարգմանելու համար կտտացրեք այն, ապա օգտագործեք աջ կողմում գտնվող հղումը: (Armenian)

Чтобы перевести этот бюллетень, нажмите на него, затем воспользуйтесь ссылкой справа. (Russian)

Bu bülteni çevirmek için üzerine tıklayın ve ardından sağdaki bağlantıyı kullanın (Turkish)

Cluster News & Announcements


MATH MCAS will be on Thursday, May 19th & Friday 19th. Please ensure students get a good night rest. Additionally it is very important that chromebooks are fully charged for the MCAS. Thank you for your help!

Important Dates

Wednesday, May 18 - EARLY RELEASE DAY - 12:30 pm Dismissal

Thursday, May 19 - MCAS - MATH #1

Friday, May 20 - MCAS Math #2

English- Ms. Fitanides

Classes are in the middle of researching, writing about their chosen topics (whaling, zoos, fast food/junk food or screen time), and practicing the same skills that we worked on with our full class argument essay. It is time for them to show what they know with the following skills:

  • Completing research notes from designated sources

  • Finding information on both sides of an issue

  • Determining what position can be best supported by evidence

  • Writing a 5 paragraph essay following an outline

  • Interesting readers with an engaging hook

  • Developing arguments with multiple claims

  • Using evidence to support claims

  • Providing persuasive reasoning and explanation

  • Acknowledging counterclaims and refuting them

  • Citing sources correctly

  • Writing a well-developed and convincing argument

Math- Ms. Spicer

This week in math we did some more practice with solving equations that involve more complex steps. Next week we will start thinking about using inequality symbols and graphing inequalities on number lines. We also made connections to the hanger models and compared how hanger models can be used to model and solve inequalities. We will also start to prepare for Math MCAS coming up in a few weeks on May 19th and 20th!

Learning Targets

  • Solve equations that involve adding and expanding expressions.

  • Draw and label a graph on the number line that represents an inequality.

  • Determine and graph the solutions to an inequality with only positive numbers.

  • Write an inequality to represent a context.

  • Solve an inequality in context using its corresponding equation.

  • Use substitution to determine the direction of an inequality when solving.

  • Write and solve an inequality to answer a question about a situation with a constraint.

Common Standards


Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Science- Ms. Smith

We are currently learning the 3 types of Thermal Energy. Students are working on a virtual lab, manipulating different slides to figure out what type of Thermal Energy is being depicted.

Learning Targets

Students will understand that…

  1. Thermal energy transfers or transforms, and drives Earth’s systems. (Geological, meteorological, etc).

  2. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total heat energy of a system depends on the types, states, and amounts of matter present.

  3. Kinetic energy transfers to different types of matter in a system.

7.MS-PS3-6. Explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction and radiation.

7.MS-PS3-3. Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.

7.MS-PS3-4. Determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.]

Social Studies- Mr. Kirkcaldy

Just before vacation we finished up our Silk Road Journals (which came out awesome!) and started our next unit on Government and Leadership. We started out by considering three possible approaches to handling discipline in a school, each approach loosely following the principles of three Chinese philosophies: Confucianism, Daoism, and Legalism. This week we’ve continued studying these three philosophies and their ideas about how to run a stable and orderly society. Each day, I’ve run class in a slightly different way to demonstrate the basic teachings of these philosophies. When we learned about Confucianism, students worked in groups with the oldest student leading. For Daoism, students could choose how they wanted to complete the notes, using whatever method worked best for them. Finally, for Legalism, we had strict rules with “harsh” punishments and rewards for good behavior. (Students enjoyed this day the most.) We’ve also been talking about how these three philosophies show up in our culture and in modern times. We’ll continue this discussion as we learn about Emperor Qin and consider whether or not he was an effective ruler.

Learning Targets:

* I can describe the fundamental teachings of three Chinese philosophies: Confucianism, Daoism, and Legalism

Resource- Mr. Dayton

This week in Resource students continued looking into what it means to advocate. Students have practiced meeting with teachers individually to ask for support, and have drafted emails to express their concerns. Students also review positive test-taking strategies in preparation for MCAS


  • Standard APL1: The child will demonstrate initiative, self-direction, and independence

  • Standard APL2: The child will demonstrate eagerness and curiosity as a learner

  • Standard APL6: The child will seek multiple solutions to a question, task, or problem

  • Standard APL7: The child will demonstrate organizational skills

  • Standard APL8: The child will be able to retain and recall information

Mr. Jim Kirkcaldy (Ancient History)

Ms. Ellen Fitanides (English)

Ms. Heather Smith (Science)

Ms. Cristina Spicer (Math)

Mr. Patrick Dayton (Special Education)