Cluster 4
Update
Social Studies with Ms. Lorigan
We have begun our second unit of study revolving around the unit question, “How do humans interact with the environment?”
Students have practiced basic timeline and geography skills and are moving on to bigger thinking, learning, and writing about modern ways we interact with the environment (ask your kids). Next week, we will move on to learning about how ancient humans interacted with their environments and how it shaped their lives.
Enduring Understandings
Geography and the environment influence and determine where humans settle and live.
Humans both adapt to and change the environment to meet their needs.
Learning Targets
I can use cardinal directions, map scales, key/legend, and title to locate important physical features of ancient India, China, Greece, and Rome on a topographical map of the world.
I can use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.
I can use knowledge of maps to complement information gained from text about a city, country or region.
I can describe the topography and climate of each region, including the importance of mountain ranges and deserts, seas, islands, and peninsulas.
I can explain how geography and environment influenced the development of complex societies in both the ancient and modern worlds.
English Language Arts with Ms. McDonagh
In ELA, we have been doing a close reading of George Ella Lyon’s poem, “Where I’m From”. Students have been noticing the author’s word choice, poem structure, themes, use of figurative language and content. By sharing out what they are noticing, we are building a deeper understanding of the poem together, and practicing the key skill of citing specific details. We compared the poem to a version of the poem that was included in Kwame Alexander & James Patterson’s novel in verse, “Becoming Mohammad Alii” as a model of how to emulate a poem. Next, students wrote a first draft of “Where I’m From” poems. To gather information in preparation for this poem, students went home with an assignment called, “Memory Hunting”, for which they interviewed you to help them remember some earlier childhood memories. Thanks for taking part! These many little memories will help them this week as they construct their own poems. Next week, we will focus on revision and using kind, specific and helpful peer feedback.
Our daily homework for ELA is to read! Get in the habit of reading 15-20 minutes a day of a book of your choice! Please support your student by helping them set aside time at home to read, helping them get books, and talking with them and or reading with them.
Learning Targets:
RL1 I can 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. RL4 I can 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 I can analyze how aspects of a literary work’s structure contribute to its meaning or style W3 d. Use precise words and phrases, relevant descriptive details, and figurative and sensory language to establish a mood that evokes an emotion, to capture action, and to convey experiences or events. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W6 Use technology, including current web-based communication platforms, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others. Research to Build and Present Knowledge a. Use phrases and clauses to communicate ideas precisely, with attention to skillful use of verb tenses to add clarity.
English Language Arts with Ms. Sullivan
Students are learning the process of the Language!Live program through modeling, guided practice, and independent practice. Word and phrase fluency drills are important as students focus on reading accurately. This process is completed with the teacher each week.
After reading an informational text, students generated questions based on who, what, when, and where. Students reread text paragraphs and created appropriate questions using details from the reading. Their sentences reflected an increased understanding of the importance of detail inclusion and clear writing.
The class will be moving forward toward specific writing based on question words, text headings, and other text features.
Please check in with your student about independent reading selections for home.
This Scholastic article may assist you with helping your student read at home. Please click on the link below.
Middle Schoolers: Reading at home
Science with Ms. MacAulay
We are continuing our study of organisms by looking at the levels of organization within complex organisms. Students are asked to consider relative sizes of microscopic organisms in order to grasp what materials can fit inside cells. As we move forward, we will learn about the levels of organization and look at specific types of cells, tissues, organs and organ systems.
Students had a quiz on classification this week. Scores have been sent to students’ emails. Please remind them that they can retake the quiz if needed. Retakes will be next Friday during WIN or at a time that students arrange with Ms. MacAulay.
Current Learning Targets:
Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom.
Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.
Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.
Math with Mr. Martin
Hello! Next week we’ll be finishing our unit on Scaled Figures and students will be making a scaled copy of a room of their choice. We will have a unit test the week of October 11th.
Lesson 6 helps students transition from thinking about scaling using scale factor to thinking about scaling using scale. This lesson is also intended to motivate the usefulness of scales when representing very large or very small objects. Students will use scales to reason about scale drawings for the remainder of the unit.Lesson 7 is the first lesson where students analyze scale drawings (scaled two-dimensional representations of actual objects or places). They learn that scale and scale drawings can be used to find actual lengths and areas, which can help them solve real-world problems.Lesson 8 is intended to span two days in which students use different scales to create their own scale drawings and consider the impact that scale has on the size of the final drawing. Lesson 9 continues exploring different scale drawings of the same object. Students calculate specific distances on one drawing based on another, determine the scale of a drawing, and justify whether two different scales are equivalent.Lesson 10 is a two-day task where students practice choosing an appropriate scale for a scale drawing and creating a drawing using that scale as they redesign a room.