Cluster 3

October 8, 2021

Big picture

When the students start dressing like the teacher you know it's going to be a fun year!

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

Monday, October 11 - NO SCHOOL - Indigenous People's Day

English- Ms. Fitanides

Students have completed a rough draft of their “Where I am From” poem. This week we will be focusing on self and peer evaluations using Kind, Specific, and Helpful critiques to improve our writing. Peer editing and revision will be supplemented with mini lessons and practice with peer editing, sensory language, and figurative language. Students will finalize poems, include an illustration or photograph, and display them in the hallways. During our gallery walk, students will be able to view classmates’ work and give specific, kind, and helpful comments.

Weekly Standards

ELA Writing 7.3.D

I can use very specific words, descriptive details, sensory & figurative language to reveal experiences to my readers.

ELA Writing 7.5

I can plan, revise, edit, rewrite, or try a new approach in my writing with help from peers and adults

Math- Ms. Spicer

This week we began comparing scale factor and scale. We have been looking at scaled drawings and figuring out what the figures look like in real life. Next week, we will continue this work with scaled drawings with more complex fractional dimensions and create our own scaled drawings.

Learning Targets:

  • Create a scale drawing given the actual dimensions of the object and the scale.

  • Compare and contrast scale drawings of the same object using different scales, and describe how scale affects lengths in a scale drawing.

  • Calculate distances on a scale drawing when given a drawing with a different scale.

  • Determine the scale of a scale drawing.



Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.


Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Please see parent information for more details and ways to support your students:

Science- Ms. Smith

We have begun our study of biology: the study of life. Students had their first quiz on Friday. Ask them to tell you any of the vocabulary words they have practiced! Moving forward, we will look at how scientists classify and name organisms. Most homework assignments are noted on Google Classroom. Perhaps you might remind your student to check this daily and to even show you their Google Classrooms.

Social Studies- Mr. Kirkcaldy

This week we wrapped up talking about types of sources (oral, written, visual, physical as well as primary v. secondary). We’re now talking about how we decide what to believe by learning about four claim testers: intuition, logic, authority, and evidence. We’ll be testing claims to think more carefully about who or what we believe and whether we can trust our sources. This will continue into next week, which should be the final week of our “Thinking Like a Historian” unit.

Learning Targets:

I can define the four claim testers: intuition, logic, authority, and evidence.

I can test a claim using the four claim testers.

Resource- Mr. Dayton

This week in Resource, students began to look at their homework habits and identified their most challenging assignment to work independently on. Students are encouraged to think about what it means to advocate for themselves. Next week we will begin identifying personal strengths and weaknesses and learning about types of learning styles.


  • Standard SEL1: The child will be able to recognize, identify, and express his/her emotions

  • Standard SEL2: The child will demonstrate accurate self-perception

  • Standard SEL3: The child will demonstrate self-efficacy (confidence/competence)

  • Standard SEL5: The child will display empathetic characteristics

  • Standard SEL6: The child will recognize diversity and demonstrate respect for others

  • Standard SEL10: The child will demonstrate the ability to seek help and offer help

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

  • Standard APL3: The child will be able to maintain focus and attention, and persist in efforts to complete a task

  • 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)