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Eliot-Hine Middle School PTO Weekly Newsletter
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Happy New Year! We are in the last week of our middle of the year district-wide assessment. Our students showed up every day ready to focus and perform to the best of their abilities on three district-wide evaluations (Reading Inventory, iReady for math, and MAP for science).   We also had four students attend the NAACP Image Awards and were correspondents on the red carpet with Mr. Birks. This newsletter is to highlight upcoming events as well as a preview of what is going on at Eliot-Hine Middle School.
 
Enrollment is critical to us.  Leading into our recruitment season, we have had one open house event with many others scheduled. You can find the dates for any of our upcoming open house and events below. If you have any questions you may contact our main office 202-939-5380.
 
In pursuit of excellence
Eugenia Young
Eliot-Hine Principal
 
Upcoming Dates & Announcements
Term 2 ended on Friday January 19th and Term 3 begins on Monday, January 22nd - April 6th.  2nd Advisory Academic Award at 9:00am.

All students are encouraged to join at least one club or participate in a sport. Spring Clubs will begin the week of Monday, January 29th. Students can sign-up for clubs immediately after school during dismissal on the 23rd and 25th. Spring Clubs include:
Student Council, M at 3:45 pm 
Yoga, Tuesdays at 3:45 pm 
Dance Club, M, T, W at 3:45pm - 4:45 pm
Junk Art, Wednesdays at 3:45 pm 
Culture Club, Thursdays at 3:45

8th-grade families don't forget the deadline for MySchool DC High School Applications is Thursday, February 1st. ​

Learn more about the Breaking Barriers Essay Contest and share your story for a chance to win prizes.


PTO - Next Meeting The Eliot-Hine PTO will meet at 6pm on Feb. 14 in the Media Center. Join us for news about IB, athletics, clubs, and plans for EH's modernization. We'll also have a sweet treat!
 
School Improvement Team  The architect for the project was selected and is Perkins Eastman DC (PEDC). They will be participating in the next SIT meeting on January 24th at 4:15 pm to meet the SIT team and discuss the project phases. Please visit the Eliot-Hine Modernization Project website for additional details on the project. 
 
Athletics Update The spring season of athletics will begin Thursday, February 1st. Each sport has a different start date. If you are interested in having your child play a sport, please contact Ms. Kemp via email at tanisha.kemp@dc.gov or visit the website.  The sports that will be offered are: Lacrosse, Baseball, Softball, Outdoor Track, Bowling

Upcoming Basketball Games: January 25th against McFarland (girls at 4:45 pm, and boys at 6 pm)

Eastern High School Open House Feb 13th at 10am
Math
​ 
In 6 Grade Math, Module 4 Expressions and Equations, students extend their arithmetic work to include using letters to represent numbers in order to understand that letters are simply "stand-ins" for numbers and that arithmetic is carried out exactly as it is with numbers. Students explore operations in terms of verbal expressions and determine that arithmetic properties hold true with expressions because nothing has changed—they are still doing arithmetic with numbers. Students determine that letters are used to represent specific but unknown numbers and are used to make statements or identities that are true for all numbers or a range of numbers. They understand the relationships of operations and use them to generate equivalent expressions, ultimately extending arithmetic properties from manipulating numbers to manipulating expressions. Students read, write and evaluate expressions in order to develop and evaluate formulas. From there, they move to the study of true and false number sentences, where students conclude that solving an equation is the process of determining the number(s) that, when substituted for the variable, result in a true sentence. They conclude the module using arithmetic properties, identities, bar models, and finally algebra to solve one-step, two-step, and multi-step equations.
 
In Accelerated 6 Math, students build on their understanding of the number line and determining the location of positive fractions, decimals, and whole numbers from previous grades. They extend the number line (both horizontally and vertically) from earlier in the year to include the opposites of whole numbers to represent positive and negative quantities in real-life contexts.  Rational numbers are modeled on the number line, and students visualize and conceptually grasp the order of numbers and absolute value. In this module's final topic, the vertical and horizontal number lines are extended for students to use all four quadrants of the coordinate plane, and to model and solve real-world problems involving rational numbers.
 
In 7th grade math, Module 3 Expressions and Equations, students build on their understanding of expressions and equations, beginning with equivalent expressions, as they apply the properties of operations to write expressions in both standard form and in factored form.  In addition, they will use linear equations to solve unknown angle problems and other problems presented within context.  Furthermore, students use the number line to understand the properties of inequality, recognize when to preserve the inequality and when to reverse the inequality, and interpret solutions within the context of problems.
 
In Accelerated 7 Math, Module 5 The Concept of Congruence, students learn about translations, reflections, and rotations in the plane and, more importantly, how to use them to precisely define the concept of congruence. Throughout Topic A, on the definitions and properties of the basic rigid motions, students verify experimentally their basic properties and, when feasible, deepen their understanding of these properties using reasoning. 
 
In 8th grade math, Module 4 Linear Equations, students extend what they already know about unit rates and proportional relationships to linear equations and their graphs.  Students understand the connections between proportional relationships, lines, and linear equations in this module.  Students learn to apply the skills they acquired in Grades 6 and 7, with respect to symbolic notation and properties of equality to transcribe and solve equations in one variable and then in two variables. 
 
In Algebra 1, Module 3 Linear and Exponential Functions, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.
Box Tops
Now's the time to send these little guys in. Tell grandma and friends and neighbors to clip and save -- each one is worth 10 cents cash! There's a collection can in the office.
English Languish Arts (ELA)
 
6th Grade: Students will be continuing their year-long study of empowerment through texts and learning experiences in Unit 3. During the course of Unit 3 “Embracing Heritage”, students dive into the immigration experience that is foundational to the United States. Students will read fictional and true stories about immigrants whose lives are changed upon arriving in this country, and they will craft arguments about social issues that affect their communities. Students will read and write poetry about the immigrant experience while learning about poetic devices and figurative language that poets use to increase the emotional weight of their poems. The anchor text for this unit is: Inside Out and Back Again.
- Source consulted: DCPS Secondary Literacy Scope and Sequence
 
7th Grade: Unit 3 is the third installation in a year-long focus on human resilience. In Unit 1, students read and wrote about the evolving nature of getting older. In Unit two, they read about the warrior Melba Patillo and interviewed a real world warrior in order to determine how they are and can be warriors and positive change-makers. By the end of this third unit, students will see themselves as empowered survivors, able to thrive in the face of challenge. In Call of the Wild, Buck teaches us that survival is about being adaptable. While this sometimes means being competitive and looking out for one’s self it can also involve looking out for one’s pack. In every instance, survival requires perseverance and a refusal to accept the status quo. This unit will allow teachers and students the opportunity to make strong, deep connections between the lessons that Buck teaches the reader and the adolescent world our students inhabit.
- Source consulted: DCPS Secondary Literacy Scope and Sequence
Important dates:
Diagnostic Test: 1/22
Mid-Unit Exam: 2/15
Final Exam: 3/15 - 3/16
Vocabulary Test: 3/20
ANET: 3/21- 3/23
Spring Break: 3/24 - 4/1
Quarter Ends: 4/6
 
8th Grade: In Unit 3 "The Road (Not) Taken," students are encouraged to explore the ideas of individuality and conformity. Students will read a variety of fiction and non-fiction that evaluates both individuality and conformity as a right, a burden, and a responsibility. Students will be exploring the following essential questions: "How is conformity a right, a burden, and a responsibility? How is individuality both risky and rewarding for the individual and society?​" The anchor text for this unit is: To Kill A Mockingbird.
Social Studies 
6th Grade: Our next unit of study is: East Asia. Students will be investigating the causes and effects of rapid global population growth over the past two centuries. Students will also complete an inquiry into the connection between population growth and how it affects urbanization, transportation and infrastructure. Students will read maps, complex texts, and political cartoons in order to determine cause and effect relationships and the perspective of the author or artist.  The essential question for this unit is: “Is the world growing too fast?
 
7th Grade: Our next unit of study is: Ancient China. Students will be focusing on how geographic conditions led to high population density. Students will continue their exploration into the concept of civilization by answering the inquiry arc question: “How should a government treat its people?” During this inquiry arc, students will explore how the Huang He River’s flood zone led to an advanced agricultural economy and how the abundance of natural resources and geographic barriers allowed China to operate in relative isolation for thousands of years. Students will understand the teachings of Confucianism, Daoism, and Legalism and explain which philosophy they think is the most effective.  Students will collect evidence throughout the unit to construct and defend a claim.
 
8th Grade: In Unit 4 “A New Nation”, students will examine the challenges and of putting the Constitution into effect, particularly the rift between Thomas Jefferson and Alexander Hamilton that developed. Rather than a comprehensive study of the early presidents, students will engage in case studies of early presidential dilemmas. Students will write an argument and use evidence to support their claim on the unit inquiry arc question: “When should a president be impeached?”
Science
 
6th Grade – Unit 6:  Our Region’s Landscape and Human Impact
In unit 6, students will construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.  Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
Essential Questions for the unit:
How is the availability of needed natural resources related to naturally occurring processes?
How do humans depend on Earth’s resources?
How do human activities affect Earth’s systems?
 
7th Grade – Unit 5:  Evolution
In unit 7, students will analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.  Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.
Essential Questions for the unit:
How can there be so many similarities among organisms yet so many different kinds of plants, animals and microorganisms? 
What evidence shows that different species are related? 
How does genetic variation among organisms affect survival and reproduction?
How does the environment influence populations of organisms over multiple generations?
 
8th Grade – Unit 5:  Motion & Stability:  Forces
In unit 5, students will apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.  Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
Essential Questions for the unit:
How can one predict an object’s continued motion, changes in motion, or stability?
What underlying forces explain the variety of interactions observed?
How do forces affect the motion of objects?
How do Newton’s laws explain the motion of everyday objects?
DCPS Attendance Protocol and Policy: Things to Remember
 
Important: please provide a note for any absence as soon as possible (day of or soon after) to pamela.prescott@dc.gov. The note can be emailed to her or brought to her office next to the school entrance. It is also suggested that you email your child's teachers so that they can plan accordingly.
 
1. Students that miss two class periods will automatically be counted as being absent for the entire school day.
2. Students must submit a note from their parents to be excused from being absent from school. DCPS' list of reasons an absence can be excused are limited to:
  • Death in the family
  • Illness (doctor's note must be provided for absences that exceed 5 days)
  • Medical appointment
  • Emergency
  • Religious holiday
  • Court summons
  • School activities (DCPS sponsored sports events, academic activities etc.)
  • School visit (tours, interviews, etc.)
Notes can be provided as paper notes or as emails from the parent or guardian to our Attendance Counselor, Mrs. Prescott. If you have any questions or concerns more, please contact our Mrs. Prescott, at pamela.prescott@dc.gov or by calling (202) 939-5380.
Fundraisers to Support Eliot-Hine

French Toast - uniforms; enter code for our school to get donation back 

Lands' End - uniforms; enter Preferred School number 900183518 (you can look it up, too) to get donation back

Amazon Smile - if you shop at Amazon.com, access the site through smile.amazon.com and select Eliot-Hine PTO as your charity.  Amazon donates .5% to your charity of choice for eligible items, which doesn't sound like much, but we earn over $100/year with this program.  Getting out-of-town family to sign up is easy, too.

Boxtops - if you see a pink Boxtop symbol on your cereal or snackbars or ziploc bags, cut it out and turn it in to the Main Office.  We get $0.10 for every Boxtop when we turn them in twice a year.
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