Biweekly Update

Cluster 4 WMS

Math with Mr. Martin

Hello Cluster 4 Families!

We are in the middle of Unit 4: Proportional Relationships and Percentages. This unit is broken up into two sections. Section 1 is Percentages as Proportional Relationships and Section 2 is Applying Percentages. As usual, there will be a quiz after section 1 is completed and a test after section 2 is completed.

Here is a link to our Unit 4 Family Resource Information Sheet.

Below is a further breakdown of the lessons that will be taught in Section 2 of Unit 4: Proportional Relationships and Percentages.

Section 2: Applying Percentages (Lessons 8–12)

Students interpret and solve problems about real-world situations involving proportional relationships and percent change.

Lesson 8 begins by asking students to apply what they've learned in the first section of the unit to solve multistep percent problems in a common context: sales tax and tip.

Lesson 9 is the first of two lessons examining minimum wage. Students use their sense of fairness to decide whether or not existing systems for paying restaurant servers are fair. They then design their own pay system.

Lesson 10 continues to examine minimum wage as students analyze how costs have increased over time compared to wages and think critically about what it means for college and minimum wage to increase by dramatically different percentages over time.

Lesson 11 looks at a different aspect of applying percentages: percent error. Students consider why percent error is useful and practice deciding whether or not a measurement is within an acceptable percent error.

Lesson 12 is an opportunity for students to generate and answer their own questions using real-world data involving percent increase or decrease.

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Science with Ms. MacAulay

We continue to begin class with a student presentation of their book on a human body system. Students have done well overcoming their nerves to present their research to the class and teach via the books they created. It’s great practice to speak to a group and show what you know!

We did a lab on physical and chemical properties in which students tested various natural and synthetic materials for different properties. They determined what materials conduct electricity, what materials react with acid and discussed how best to use certain materials. (What would work well for an electrical wire? How about a tabletop?) We are now learning about atoms and students are building different atoms using a simulation. They begin by adding protons and then build a stable, balanced atom and determine its identity.

Please note that we have a quiz on physical and chemical properties on Tuesday.

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.

Language-Based English Language Arts with Mrs. Sullivan

Referring back to the informational reading students highlighted the main topic and key details from each paragraph. Working together, the class completed a “Blueprint for Writing,” a prescriptive graphic organizer. Formulating the main topic sentence, the students perused the writing for relevant details and a concluding sentence to complete their short 5 -paragraph writing. Vocabulary and Formative Assessments concluded Unit 3. Students have the opportunity to retake any assessment for better understanding. Unit 4 vocabulary study will jump start Unit 3 with Quizlet flashcards and a compilation of Jazz Masters to stimulate and ignite this small ELA class.

Jazz Master-Miles Davis

Social Studies with Ms. Lorigan

We are continuing with 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?” Prior to Winter Break, we began with overall ideas about the importance of religious literacy to our democracy. We analyzed Hindu and Buddhist art and read about their origins and values.

We are currently reading an adaptation of Homer’s “Odyssey” entitled, The Adventures of Ulysses, by Bernard Evslin. Students are looking for evidence of divine intervention. After we finish, students will be 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? Students have been gathering evidence as they read and writing draft explanations of how the divine intervention helps or hinders.

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.

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ELA with Ms. McDonagh

Students are really enjoying our social issues book clubs! The books are very engaging and many students are loving their book choices. Week 1, we focused on noticing the narrator, main characters and setting. Students pondered questions such as, “Is the narrator telling the story from their perspective? If yes, how does this influence the story? What might be missing?”. Week 2, we are focusing on conflict and how conflict shapes character’s choices, development and ultimately how they grow and change. Next week, we will focus on theme and reading from an equity lens. Students are continuing to progress in engaging in collaborative discussions.

Learning Targets:

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).

ESL with Ms. Schoenbeck

ESL:

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