Cluster 4 Update
February 3rd, 2023
Math with Mr. Martin
REMINDERS:
Charged Chromebooks
Bring a pencil and pen to class!
Cluster 4 Math Class with Mr. Martin (updated 2/3)
Hello Cluster 4 Families!
We are finishing Unit 4: Proportional Relationships and Percentages. Students have completed a few lessons using an online tool called Jamboard involving real life situations with percentages. Students also completed a review day in preparation for the unit test. We will be having our end of Unit Test on Monday 2/6. After completing this test next week, we will move onto our next unit which is Unit 5: Operations with Positive and Negative Numbers.
Here is a link to our Unit 4 Family Resource Information Sheet.
Here is a link to our next unit's family resource guide: Unit 5 Family Resource Information Sheet.
Science with Ms. MacAulay - updated 2/3/2023
As we continue learning chemistry, students are researching a specific element and then creating either a Superhero or Supervillain based on their element’s physical and chemical properties. They are in the midst of the project right now, so ask them about their element! The final project is due this week and students will showcase their work with a project exhibition.
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.
Social Studies with Ms. Lorigan (2/3/23)
We are wrapping up 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?”
We have finished reading an adaptation of Homer’s “Odyssey” entitled, The Adventures of Ulysses, by Bernard Evslin. As they read, students gathered evidence and wrote draft explanations of how the divine intervention helped or hindered Ulysses on his journey home. Students are now practicing their argument writing skills, answering the question, In the novel, The Adventures of Ulysses, by Bernard Evslin, Does divine intervention do more to help or hinder Ulysses’ journey home? They’ve just finished writing a really strong draft of these CER (Claim-Evidence-Reasoning) essays and will finish polishing in another week or so.
Next week, students begin a research project on ancient Greek mythological allusions. We will go to the library to learn about the resources available there.
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
Language-Based English Language Arts with Mrs. Sullivan (2/3)
The class can identify adverbs and prepositional phrases in sentences through modeling, guided, and independent practice. Online text training reinforces these concepts by giving students the opportunity to attain mastery. Students continue to color-code topics, key details, and elaborations in a paragraph. This practice emulates CER (claim, evidence, reasoning) writing in all academic classes. As readers, the students monitor their understanding of the informational text by making predictions and asking questions to determine what has been answered (5 W’s). The students will continue to reread the text “Jazz: The Journey” to develop a critical understanding of non-fiction writing.
Learning Targets:
Demonstrate a sense of the purpose and function of adverbial and prepositional phrases.
Refer to details and examples in a text when answering specific questions about the text.
Cite text evidence in support of what the text is saying explicitly.
Follow multistep directions.
English Language Arts with Ms. McDonagh - updated 2/3/2023
Social Issues Book Clubs: To culminate our Social Issues Book Clubs, students are working on a final project to demonstrate their learning and inspire others to read their book. This project is a visual display that brings together theme, symbols and other concepts we have focused on.
Independent Reading: On Monday, students will take a trip to the WMS library where Ms. Cole will lead some book talks on great reads for independent reading in term 3. As we move into the next term, our academic focus will shift to writing units. Since we will be spending class time on writing, students need to keep up their reading skills by dedicating time each day to reading an independent reading book. Each week, we will record progress in their independent reading with a check-in. Consider reading the same book as your student, reading your own book alongside them, or reading to them. Your students are not too old to be read to at home!
Learning Targets for Social Issues Book Clubs.
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).