10/20 FMS SMORE GUARDIAN NEWSLETTER
We Are A School Of Excellence
FMS ANGEL ALERT!!
Thank you to Porter Southerland, whose folks did the Stock the Teacher Lounge and sent us some great stuff! Porter you are keeping us going in these cold days!
If you decide to help teachers out this year for the Stock the Teacher Lounge, make sure you add in a gift note so we can say thank you! Your support makes such a BIG difference for our teacher and they love to know who it is that blessed them :)
📗We’ll be gearing up for the Schoolwide Spelling Bee in a few weeks. If your student would like to participate, please have them email me: lynnwhite@fcschools.net.
📙Our Ultimate Book Showdown team is off and running! Students received their first round of books this week and we will start meeting regularly to study and quiz each other on what we’ve read. There’s still time to join the team! Students may email Ms White with any questions.
📘BOOK FAIR!!! Our first book fair of the school year will be October 26-31st. Here’s the preview link for the fair, where you can see what books will be available and add money to your student’s account: FMS Book Fair. Students will have a chance to come shop during their Social Studies classes during the week, but we will also be open during FRANKENFEST!!! The Town of Franklinton’s yearly Halloween event is Saturday, Oct 31st and the FMS Book Fair will be open to the public from 3-5 pm. Spread the word! 🎃
And speaking of the book fair…Did you know Scholastic has a Share the Fair program?! It’s the giving program that empowers families, schools, and entire communities to support students who need help buying books. Find out more about it here: Share the Fair!
SCIENCE with MS. DOWNUM:
Good evening parents. I hope you are enjoying this cooler weather as much as I am. It finally feels like fall to this NY transplant and I’m here for it. Students had their first NC check-in and your students did amazing. This was the hardest check-in they will take for science. I was so proud of their hard work and dedication to doing their very best. We celebrated our top scorers in class. I met with each student between Monday and Tuesday during science to have a one on one data talk. We talked about things such as how they did, setting a goal for their next check-in, and things to help them specifically on the next test as needed. This is a great time for students to ask me questions they have about science and testing. We will do data talks after every classroom assessment as well as every check-in.
The time is coming for the auction in our classroom. Students have been earning tickets for participation, great answers, and helping me out from time to time. I want to hold an auction on Tuesday November 3rd. If there is a parent who is already a volunteer with the school I would greatly appreciate at least one parent to come in that day and help out with the auction. Let me know if you are interested. It is a ton of fun and the students have a great time.
In addition to help in the classroom that day I am asking that between now and October 30th if you could send in donations of little trinkets and snacks to be auctioned that would help immensely.
Think about items like Halloween items as they are priced nicely and you may even be able to get them on sale. If you see a really good sale that weekend and want to get some stuff for me on Monday the 2nd email me please so I don’t panic buy. Other great items are old goodie bag items left over from birthday parties, fast food toys, blind bags, even silly odd items from the dollar tree like magic wands and toys. They students love this kind of odd random stuff. The more bizarre the more they love it. Keep in mind I will be doing an auction with 4 separate cores and like to keep it as even and as fair as possible.
We started a new unit about the Hydrosphere which is all the water on Earth. This is a quick unit and includes lots of opportunity to complete hands-on work. Our next unit is all about water quality and learning what is safe and not safe for living organisms. This is also a short unit, both are about 10-15 days long. After the Physical science unit which was 30+ days, these seem short. As always don’t hesitate to reach out at sarahdownum@fcschools.net with any questions or concerns. We are a team working together for your child's success.
SOCIAL STUDIES with MR. DOWNUM:
Pretty uneventful week in Social Studies. The students will have an exam this Friday but this exam will be on quarter 2. Please make sure you are looking at the students Infinite Campus and making sure all assignments that can be done are being done. The last day I will take work is next Wednesday.
Any Questions as always please feel free to shoot me an email.
MATH with MS. CUNNINGHAM:
Hello families, we have jumped into our second unit, which is titled: Linear Equations. Looking back, students are building on their 7th grade understanding of expressions, equations, and proportional relationships. They are using skills such as applying the distributive property combining like terms, using inverse operations, and analyzing ratios and unit rates to solve problems and make connections between quantities.
In this topic, students extend their understanding of equations by solving linear equations using properties and inverse operations. They explore how proportional relationships connect to linear relationships by comparing unit rates, analyzing tables and graphs, and connecting slope to the rate of change. Students write and graph linear equations, including equations in the form of y= mx + b, and interpret the meaning of slope and y-intercept in real world situations.
Looking ahead- The skills developed in this topic prepare students for the future learning with functions and systems of linear equations in 8th grade. Students will use their understanding of linear equations and slope to model relationships, solve systems, and represent functions. These concepts also provide a foundation for Math1, where students will manipulate equations, represent functions in different forms, and apply functions to real-world contexts.
Topic Essential Question: How can we analyze connections between linear equations and use them to solve problems?
Standard:
NC.8.EE.7: Solve real-world and mathematical problems by writing and solving equations and inequalities in one variable.
• Recognize linear equations in one variable as having one solution, infinitely many solutions, or no solutions.
• Solve linear equations and inequalities including multi-step equations and inequalities with the same variable on both sides.
The following concepts from previous grades may support students in meeting grade-level standards in this unit:
Applying the distributive property to generate equivalent expressions. (NC.6.EE.3)
Combining like terms to generate equivalent expressions. (NC.6.EE.3, NC.7.EE.1)
Solving problems by writing and solving equations with variables on one side of the equation. (NC.6.EE.7, NC.7.EE.4)
Understanding what it means for a value to be a solution to an equation. (NC.6.EE..5)
Key Vocabulary (for explicit instruction):
Constant term, term, variable, solution, equation, inequalities, one solution, no solution, infinitely solutions, expression, substitute
Things to remember:
Be on your best behavior. Remember the school and classroom rules.
Focus and follow directions- we are not interrupting others’ learning.
Follow the non-negotiables.
Bring your materials (Chromebooks(charged), notebooks, and pencils) to class daily.
Get a good night's rest and come to class prepared to work.
Remember to ask questions. You are probably not the only one who needs the answers.
Believe in yourself, you can do it!
Turn in all assignments ON TIME. REMEMBER, any unfinished classwork is to be completed as HW. Many students are missing many assignments- it is the student’s responsibility to turn in work, the next day, that was taken home to be completed
Please feel free to contact me at michellecunningham@fcschools.net
NC Check-Ins are interim assessments developed by the NC Department of Public Instruction that students take three times throughout the school year. These assessments are aligned to the NC grade-level content standards. Please note, the English assessment includes both informational and fiction texts that students read independently.
This is in alignment with Reading Standard 10 (Our Ultimate Reading Goal): By the end of grade 8, students read and understand literature and informational texts independently for increasingly sustained periods of time.
The main purpose of NC Check-Ins is to provide students, teachers, and parents with immediate, in-depth data and a reliable estimate of students’ current performance on grade level standards for ELA. After the first completed NC Check-In, I will meet individually with your child to conduct data talks and set goals for the second mid year NC Check-In.
Unit 2 HMH Curriculum: (Standards of Focus)
Reading Standards (Reading Literature and Informational Texts)
RI.8.1 Students carefully choose evidence that best supports their analyses of what the text directly and indirectly states explicitly as well as inferences drawn from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
RL.8.1 Students carefully choose evidence that best supports their analyses of what the text directly and indirectly states explicitly as well as inferences drawn from the text.
RL.8.2 Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Writing Standards
W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Quick Writes)
Speaking and Listening Standards
SL.8.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language Standards
L.8.4 Determine and/or clarify the meaning of unknown and multiple meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.
Learning Outcomes For Unit 2: HMH “The Thrill of Horror” (Refer to links highlighted in blue for review with your child)
Cite evidence to support analysis of literary criticism and paraphrase and summarize text.
Conduct research about ( authors) Edgar Allen Poe.
Identify words and phrases that build suspense in the text.
Write about horror story elements. (Plot Summary)
Discuss the author's purpose (PIE).
Use context clues and conjunctions to make sense of unknown words. (IDEAS / FANBOYS).
Analyze use of language to create author’s tone. (DIDLS).
Target Areas of Focus Include:
Context Clues (IDEAS)
Making Inferences
Connotation / Denotation
Three Types of Sentences (Simple, Compound, Complex Sentences)
ELA with MS. BAECHLE:
Happy Fall ya’ll! We are off to a great start of learning and continued growth! Let’s keep up the good work and consistency.
Digital Syllabus: Baechle 26/27 ELA Syllabus
Unit Essential Question(s): How do we differentiate elements between short stories and articles?
SCOS: What helps people rise up to face difficulties?
Unit Standard(s):
🎯Target Standards:
RL 1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI/RL.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others - AIG
RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques.
🧱 Supporting Standards:
L4 Determine and/or clarify the meaning of unknown and multiple meaning words and phrases
based on context, choosing flexibility from a range of strategies: context clues, word parts,
word relationships, and reference materials.
✏️Writing Standard(s):
W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
AIG:
“Holes” Chapters: 14-20
In Class Assignment: “Playlist”
Standards: RL.7.3, RL.7.1, SL.7.1
Novel EQ:
How do the choices we make, the circumstances beyond our control, and the relationships we form shape who we become and the course of a story?
CLASS EXPECTATIONS
Attendance and Participation. Scholars will attend class Monday through Friday at their assigned or scheduled time(s). Attendance will be taken at the beginning of class each day. Regular participation and engagement are encouraged daily and during each lesson.
Classroom Behavior Expectations. Students may utilize their cellphones during homeroom and lunch ONLY. Every student has a right to learn without disruptions. Please refer to the student handbook for FMS Non-Negotiables.
ASSIGNMENT EXPECTATIONS
Class assignments, independent activities/assignments, and assessments are due on or before their due dates. Students will be utilizing the Canvas Platform.
Missed Assignments and Assessments: Learners will have the opportunity to make up missed assignments. Timely submission will allow submission without penalty. Missed assessments are assigned to be made up on a date decided upon by the teacher. Students are required to email their teacher they turned in late work in order to receive credit.
AIG: Although the curriculum and content will be similar, the requirements and rigor of the assignments will be elevated in honors. Students will be expected to maintain completion of work regularly and meet deadlines among assignments/projects.
Most importantly, students take accountability for their educational success.
Please don’t forget to have a charger chromebook daily**
IXL: Weekly Goal per Class
Students are expected to complete at least either two teacher or recommended skill lessons each week in order to receive full credit.
On the weeks we are not focused on IXL lessons, I will be grading both notebooks and workbooks to ensure understanding of material and that students are regularly engaging in classwork.
Last Week: We finished reading our final text of Unit 1 and completed a compare and contrast graphic organizer of an article and a short story.
This Week: We take our final U1 quiz and test which focuses on including textual evidence for where each answer can be located within the text.
Next Week: We take our first Check-in next Tuesday. Be sure students are getting a good night's rest, a balanced breakfast, and trying their best. We got this!!
If you have any questions or concerns please don’t hesitate to reach out to me at kimberlybaechle@fcschools.net
Sincerely,
~Ms. Baechle
Homecoming and 8th grade night was a success!!! Everyone behaved and played so well!!! It looked like everyone had such a great time showing off for the game goers in the stands!
Here is the link to all the pictures I took during both events!! Congratulations to our Homecoming Prince and King that are in the band!! Jase Roberson and Myles McKoy!
And to all our Homecoming court members that are also in the band!!!
Download and enjoy seeing your student shine!! Performances 2026-2027
Next up on our performance schedule is FRANKENFEST!!! This year 7th and 8th grade bands will debut at the community festival! Students should have come home with the commitment form for this event. It needs to be signed and returned as soon as possible so I can make my final arrangements. If you haven’t received it from your student here is the link to the form. This is a required performance. Please print it out and send it in asap! Frankenfest Commitment Form
All grades!! Please continue to have a practice routine! Make sure you give yourself at least 5 to 10 minutes a night to practice the music or concepts we are working on! The more you practice the better we are, the better we are, the more you want to practice! Let’s see how far we can go this year!!
6th grade :N.PR.1.2, N.PR.1.3 - Is continuing to work on the first 3 pitches and being introduced to the next 3! They should be playing all 6 notes fluently by the beginning of November! They are working hard. Rhythms they are working on are whole, half, and quarter notes and rests. Percussion has been introduced to accents, paradiddles, and soon to be flams! We are also focusing more on mallets and note reading and they are getting more comfortable with the mallet instruments!
7th grade N.PR.1.2, N.PR.1.3 - Has done a great job working on the Bb scale that we are moving on to our next scale of Eb. This scale will help them with their range and recognizing key signatures. We are still working on rhythms to include 2 of the 3 mixed 8th to 16th note patterns. We have a great handle on the Frankenfest music and starting this week we will begin learning the music for the Winter Concert!! 7th grade is really doing well with all music!
8th grade D.CR.1.1, D.PR.1.2 - Have been working on all 3 versions of mixed 8th to 16th note rhythms, tone, and playing the Bb scale found on the “Page of Patterns”. Continuing to work on playing arpeggios, and the scale in 16th notes rhythm patterns. Continuing with all music for Frankenfest and will also be starting on their Winter Concert music where they will be introduced to a new time signature of Cut Time!
7th & 8th Graders - All District Honor Band practice - Extra help practices will be held on most Thursdays in the band room until the audition until 5:00pm. Sign up form will be posted on Mondays for Thursdays practice.
All Grades! - Sign ups for anyone interested in the All County Chorus in April is already happening. If your student likes to sing but hasn’t signed up yet please let me know!
Special Shout out to Winston Vincent and Penelope Salvaterria who have performed on their own with a church group and School Of Rock!! Broadening your musicianship is outstanding!!! Great job the two of you!!!!
DRAMA with MS. HATTEN:
Students are wrapping up their Pirate projects (which will all be on display during Frankenfest in Downtown Franklinton on Saturday, October 31). We will be starting some new units as students complete their latest script analysis.
8th grade: IF students finish their assignments for the 1st Quarter this week, we may do some playing with stage makeup (bruises). This is a basic makeup skill that takes a few days to complete. Students will view part of a movie to see a bruise (or two) and then have to explain how that bruise happened, and why it looks the way it does. We will focus on colors and depth of bruising. Students will be doing some makeup in class, but it will not be worn all day, nor will it be on their faces. I do not use latex for these mini-lessons. We will be using eye shadow and lipstick. I will be taking pictures in class before they have to remove their bruising. If we don’t get to this mini-lesson this week, we will get to it before the holidays.
7th grade will be starting their Musical Theatre History unit. We have a documentary to watch and worksheets to go with it, then students will be creating a display to share with the class for a “theatre history museum exhibit” in class complete with timelines.
6th grade is starting Theatre History and we go all the way back to primitive times. This week we will be focusing on different eras of theatre history, then students will do some of their own research and create a graphic organizer of their information to share with the class.
CTE with MR. PIRRONE:
Standards:
68-AP-06
Standard: Explain the design, implementation, and review of programs
68-AP-08
Standard: Assess feedback from team members and users to refine a solution that meets user needs.
CSD II:
Our programmers have been leveling up in Game Lab, Code.org's platform for building animations and games in real JavaScript! In Lessons 16–19, students learned to make their programs truly interactive — first by using the keyboard to control sprites on the screen, then by adding mouse input so users can click, hover, and move things in their programs. These are the same building blocks real game developers use to make games responsive to their players.
Students then put it all together in their Interactive Card project — a cumulative project where they designed and coded their own digital greeting card using animations, conditionals, and both keyboard and mouse input. We've now kicked off Chapter 2, "Building Games," starting with velocity: programming sprites to move with speed and direction rather than step-by-step, which opens the door to smoother, more realistic game movement. Ask your student to show you their interactive card — they're turning into real game developers!
CSD I:
Our computer scientists are moving deeper into web development in Code.org's Web Development unit! In Lessons 8–11, students are learning how real websites get their look and personality. They started by adding images to their web pages — including searching for Creative Commons images and giving proper credit to their creators, which builds great digital citizenship skills alongside coding. From there, students began using CSS (Cascading Style Sheets) to style elements on their pages, changing things like colors, borders, backgrounds, and corners to move beyond basic HTML structure.
Students are currently putting these skills to work in a mini-project where they design and style a web page of their own, and they're learning about CSS classes — a tool professional developers use to apply the same style to many elements at once. Ask your student to show you their Web Lab pages; they're proud of what they're building, and they should be! We'll continue building toward a full personal website project later in the unit.
Keyboarding:
Over the next few weeks, our sixth-grade Keyboarding students will learn how to create and format professional letters! Students will identify the main parts of a letter and practice using correct spacing, margins, alignment, and punctuation. They will also proofread sample letters, correct errors, and write their own letter for a real-world purpose, such as thanking someone or requesting information from a business. These activities will help students strengthen their typing accuracy, attention to detail, and communication skills. Ask your student how a business letter is different from a casual message!
Paxton/Patterson: 6-8th Grades:
Our Paxton Patterson Labs students have selected their new modules and are ready to dive into another two weeks of career exploration! With 15 modules to choose from, students had the opportunity to select an area that interests them. Through hands-on activities, they will explore what their chosen career involves, the skills professionals need, and the everyday responsibilities of working in that field. This rotation gives students a chance to discover new interests while practicing teamwork, problem-solving, and following directions. Ask your student which module they chose and what they are looking forward to learning!
