As February comes to a close, we look back at all the negative number work we did this unit. We worked on all four operations with integers, reviewed fraction and decimal work, worked with central tendency of data sets and began working with 1-step equations.

Next up, Algebra!

In our next unit, students extend what they learned about solving one-step equations to solve equations of the form `px+q=r` and `p(x+q)=r`, and equations that include expanding, factoring, or adding terms. Students also solve inequalities and graph their solutions on a number line.

Section 1: Equations and Tape Diagrams (Lessons 1–4)

Students use tape diagrams to represent equations and situations in context and to determine unknown values. This builds on students’ work with tape diagrams in Grade 7, Unit 4 and with determining unknown values in equations in Grade 7, Unit 5.

Lesson 1 builds on students’ understanding of proportional relationships from Unit 2 as they determine unknown values in the relationship between a shape and the number of toothpicks and tiles that border it. This lesson introduces students to relationships that are predictable but not proportional.

Lesson 2 invites students to use tape diagrams to make sense of the types of relationships from Lesson 1 and to determine unknown values in the context of smudged receipts.

Lesson 3 connects tape diagrams to equations of the form `px+q=r` and `p(x+q)=r` as students connect both of these representations to descriptions of situations in context.

Lesson 4 is an opportunity for students to put together everything they have learned in this section, focusing on the structure of situations, equations, and tape diagrams.

February 2025

It’s almost March! We are nearing the end of Term 2, which will conclude on Monday, March 17th. Please advise your student to make up work, turn in work and wrap up loose ends.

We continue our study of chemistry. Students are in the midst of filling out a one-pager with information on a specific element and creating a superhero or supervillain based on the element’s properties. Please ask your student about their element and what character they created for it.

We will segue into creating, naming and forming molecules with specific elements. Then we focus on distinguishing between elements, compounds and mixtures as we continue to connect the particles on the atomic and molecular levels to objects we see in our worlds.

Chemistry Learning Targets:

1) 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.

2) 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).

3) Give basic examples of elements and compounds.

4) Differentiate between mixtures and pure substances.

5) 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.

6) Differentiate between physical changes and chemical changes.

In ELA, we are launching our first round of book clubs. Students will be working in small groups to read different novels. The students had choice in books they prefer. All of the novels focus on similar themes to “The Outsiders” but in modern settings with diverse and varied characters, settings, and conflicts.

Our goal for our book clubs is to build independence as readers and thinkers and to transfer the learning from the whole group novel. As students read, they will notice and discuss the characters, point of view, conflict, setting, symbolism, and theme and how these elements influence each other in the story.

Another goal is to practice engaging in collaborative, student-led discussions with the aim to prepare thoughts to share, express ideas and build on each other’s contributions. This is an especially valuable way to build lifelong skills and experience the joy of learning from each other.

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 choice 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.

SL1

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.

Hello Cluster 4 Social Studies families,

We are two-thirds of the way through our unit on East Asia (ancient China only this year). Just prior to February vacation (where over 60% of us in the cluster seemed to get the flu!), students finished their second major social studies essay (Claim-Evidence-Reasoning) of the year. They wrote about what the artifacts and texts from the Bronze Age suggested about people from that time period.

Unit 2, Part 2 Essential Question: What do artifacts and texts tell us about people’s lives in early China?

We have since moved on to studying government in ancient China. Students are learning about the three major philosophies of the time: Legalism, Daoism, and Confucianism. They will then do a deep dive into the projects of Qin Shi Huangdi after which they will do a pop-up debate on whether or not his efforts were worth the costs? They will also have an experiential opportunity to petition the emperor with a request for change.

Unit 2, Part 3 Essential Question: What kind of government did the Chinese feel would best keep order and harmony?

Learning Objectives: By the end of this sub-unit, students should be able to…

• Compare governing philosophies (Legalist, Daoist, Confucian) and explain which were adopted in the Qin and later dynasties.

• Select and organize relevant information from sources to construct arguments about whether Qin Shi Huangdi’s projects were worth the cost.

Thank you for your support and partnership!

Kerri Lorigan

Reminders and Important Dates:

Term 2 is nearly complete already! Please remember that students have time built into their schedules on Friday to make up work with any of their teachers. That being said, studying for retakes should be done outside of class.

How You Can Support Your Student:

• Encourage them to explicitly experiment with different study strategies (see November S’more for more ideas). Practicing these during seventh grade will give them more confidence in their own student skills. Remember, learning takes time. Repetition helps a lot!

• Encourage them to practice independence and responsibility at home and at school. It’s important to give young people lots of opportunities to stumble and then opportunities to improve. It’s all part of developing competence, which leads to confidence (and less stress).

• Read independently: Get lost in someone else’s story! Reading helps develop empathy, curiosity, vocabulary, and background knowledge.

• Dinnertime conversations where they can practice making claims and backing up their ideas with evidence or reasoning.

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.7.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

The reading of The Outsiders by S.E. Hinton came to a close as students collaborated on the biographies of the main characters. The project engaged students to infer character traits through direct and indirect quotes but also allowed the groups to show their knowledge based on the characters’ values and beliefs, inner thoughts, vices, strengths, and accomplishments. The project provided an opportunity for students to explore together the supporting reasons for the traits they have chosen. Students self-graded their work by reviewing project rubrics and conferencing with the teacher for constructive feedback. Each group confidently presented their final projects to the class through practice, clear explanations, engaging the audience, and answering questions.

Changing questions into statements as students continue to respond to writing prompts has proven successful! By removing the question word ("who," "what," "where," "when," "why," "how") and rearranging the sentence structure to put the subject first, followed by the verb, students are grasping the importance of correctly answering a question. A new writing based on “writing territories” and narrative writing will begin next week.

The 7th grade is bringing back the 7th grade ropes course trip (more details soon)!! In order to include everyone across the 7th grade, we are raising funds for scholarship support. Please feel free to donate through the PTO, specifically identifying the "7th grade" in any note section available. Many thanks, in advance.