FMS SMORE PARENT NEWSLETTER
1/21/2026
Xello is an online k-12 program that helps students with career and college planning. Xello provides age-appropriate lessons for self-discovery, exploring career options, and building personalized plans for their future. Students complete lessons, assessments (interests, skills, personality), and activities to develop essential 21st-century skills and path to success. It functions as a life readiness plan, guiding students from elementary school self-awareness through high school planning for life after high school.
FMS students must complete their 6th grade lessons, their 7th grade lessons, and their 8th grade lessons, in Xello before they transition to high school for 9th grade. This will help them plan their courses in high school thoughtfully, to help them get where they want to go during and after high school.
Xello is located on their chromebooks, in classlinks. Students will have time to work in Xello in ELA classes on early release days, but they can also work on their Xello lessons at home. Please encourage your students to complete their Xello lessons, and check out what your child is learning as they start planning for high school and beyond!
BAND with MS. RIPPE:
********PERFORMANCES FOR THE SPRING SEMESTER*********
JANUARY 22ND - 23RD - Selected students from sign up list - VANCE GRANVILLE COMMUNITY COLLEGE HONORS BAND THIS WEEK!!! THURSDAY AND FRIDAY!!! Congratulations to all the students who are set to participate in this amazing honor band opportunity. Please check guardian emails for details and permission slips. Please return permission slips before Thursday either digitally or hard copy so I have emergency information. Looking forward to an amazing Honor Band Clinic and Performance!
FEBRUARY 4TH - 5TH (Snow Day Make up Feb 9th -10th) - Selected students from sign up list - ALL COUNTY HONORS BAND
MARCH TBD - 6TH AND 7TH GRADE - RECRUITING TO FES AND LMES
APRIL 15TH-18TH - Selected students only - ALL COUNTY CHORUS
MAY 14TH - ALL GRADES SPRING CELEBRATION AND CONCERT - 6:00pm FMS Auditorium MANDATORY
END OF MAY TBD - Franklinton High School Marching Band Camp. Rising 8th and 9th graders only
Drumline Auditions - 8th Grade Percussionists only
JUNE 10TH/TBD - ALL GRADES 8TH GRADE CELEBRATION
Congratulations to the expanding 6th grade band! This semester 19 new 6th graders will join the FMS band! This is the largest full class FMS has seen in the past few years! Putting everyone together we will have roughly 41 6th grade students participating in band! This is almost half the population of the class! I am super excited to see the band program grow and really make it an important curricular and extra curricular program at Franklinton Middle School!
This year's theme is still TV and Movie Soundtracks. The students have spoken and voted and for the Spring Concert we will be working on the following music
8th grade:
Hamilton - https://viewer.jwpepper.com/smc2/?product=10689040&preview=true
The Greatest Showman - A Million Dreams https://viewer.jwpepper.com/smc2/?product=11172284&preview=true
Aladdin - https://viewer.jwpepper.com/smc2/?product=2278091&preview=true
7th grade -
The Incredibles - https://viewer.jwpepper.com/smc2/?product=10005367&preview=true
The Avengers - https://viewer.jwpepper.com/smc2/?product=10681431&preview=true
Thriller/MJ Broadway show - https://viewer.jwpepper.com/smc2/?product=10077764&preview=true
6th Grade year long band -
Star Wars Main Theme - https://viewer.jwpepper.com/smc2/?product=2383966&preview=true
Strangers Things Theme - Knights of the Realm - https://viewer.jwpepper.com/smc2/?product=11616361&preview=true
Blackbeard - https://viewer.jwpepper.com/smc2/?product=11515711&preview=true
6th grade 2nd semester music will be available soon!
All grades: Have been reviewing the lines and space notes on the staff. We also started recognizing pitches above and below the staff called “ledger lines” All have also been working on the concept of Sight Reading - The students have been drilled daily with different lines of music to test their reading skills. They have been doing a great job so far with this concept. 7th grade A day class has already advanced to the 4th level of this concept! All students are reading their lines well! They will have 1 minute to study, clap, count, say the pitch name, and finger through the exercise. Then they will have an opportunity to perform the exercise as a group. This concept is in compliance with the North Carolina Central District All District requirements for middle school bands.
7th and 8th grade -8th - I.PR.1, I.R.2 , RL8.4 - 7th - D.PR.1, D.RE.2 - will continue / begin the C Concert Scale Builder. Their new rhythms for the next few weeks will be the concept of dotted eighth notes to 16th note combination.
6th grade year long - N.CR.2, N.PR.1 - will begin to learn their first scale Bb Concert Scale Builder - Many students will learn to play a full octave scale while others will use the lower octaves to complete the scale. The next rhythm they will be introduced to is dotted quarter to 8th note rhythm patterns.
6th grade semester class N.CR.2, N.PR.1 - Will begin with instrument parts recognition and making their first sounds on their mouthpieces. During the next week or so we will be confirming what instrument each student will be playing. Paperwork for rentals will be going home once the selection is made. Please be on the look out for this material. While there are a few instruments available for some students, having your own if you are able too is best. More information to come.
All Percussionists - Have done a great job on learning Single Stroke Roll - Next they will be working on Long Rolls with a double sticking technique. They will continue to use this concept along with the scales to hone their control over sticking patterns and techniques while playing the non pitched drums.
Practice logs will start up again next week! Please be on the look out for the next one as it will have an assignment on the back which will be the first grade for the 3rd quarter.
This is going to be an amazing musical semester with all of you!!
DRAMA with MS. HATTEN:
Welcome to Drama Class!
As we begin a new semester, I want to remind all my students that what we do in class as far as projects and fun stuff only happens if students are keeping up with their behaviors and classwork. I teach a topic, then we do a project of some kind based on that project. When students do not get the work completed by the deadline/due date, we don’t have time to do a project. Keeping up with your work both in Canvas and in class is essential to having a good time in class this semester. Mrs. Rippe and I are working on some projects together for the Spring concert and showcase, so please be aware that as we work in class we do have several fun projects planned for the semester.
I do send home grade alerts at mid-term and will send emails to parents at different times during the nine weeks/semester as needed.
My goal for this semester is to have students both learn something new AND have fun. I would LOVE for us to have a puppet show or short skits for the Spring Showcase, so if you are interested, please let me know.
ART with Ms. JOHNSON:
Hello, and welcome to art!
This semester we are going to be introducing a little more of two-dimensional art. This first week, students will be able to identify and create an agamograph which tells a little about themselves. Next week, we will be working more with clay. Considering this, next week will get messier so I advise that students wear clothes that they do not mind getting dirty!
SCIENCE with MS. DOWNUM:
I’ve already noticed the post–winter‑break shift many teachers talk about: students are returning more responsible and independent. You can help keep that momentum going — these skills matter in middle and high school. Quick examples of what I’m seeing in class:
Students emailing or asking me directly about assignments
Checking online and turning in missing work after absences
Managing time better to meet deadlines
Asking focused questions to improve their grades
We’re continuing our Earth and Human Activity unit. Students are working hard and asking thoughtful questions that show real understanding and connections to other science topics — it’s wonderful to see. The unit test is currently scheduled for February 4 (this may shift based on student needs).
Upcoming: the science (Earth Science) check‑in is on February 11. There will be no separate remediation session for this check‑in because it covers material students are learning right now; review during regular class time is more effective. We will schedule remediation before the EOG since that assessment mixes multiple check‑ins and year‑long content.
Please help your child come to school ready to learn — well rested, having eaten breakfast, and with a fully charged Chromebook. Even a quick grab‑and‑go breakfast makes a difference. Thank you for your support!
SOCIAL STUDIES with MR. DOWNUM:
I hope everyone enjoyed their 4 day weekend, and used the time to recharge the batteries. We will have remediation this week and next week, leading to the second ELA check-in Tuesday 1/27.
In history we will be working on The Civil War and Reconstruction. When we finish that up there will be 4 days of exams. I will have those emails sent to you by the end of the week, so the kids know what to study.
MATH with MS. CUNNINGHAM:
It’s wild, but we are halfway through the school year and starting semester 2! Where has the time gone? It is time for a fresh start. Please make sure your student stays on top of their work and turns in their assignments on time instead of waiting until the last week of the quarter- have your student set a personal goal to show academic improvement by the end of the third marking period.
Students took their STAR Middle of Year Math Diagnostic assessment two weeks ago.
Looking ahead:
Jan.27th-Reading Check-in 2
Feb. 11th- Earth Science Check-in
Feb. 12th- Early Release
Feb. 13th- No School for students
Feb.16th-Feb.19th-Math Remediation
Friday, Feb. 20th- second 8th Grade Math NC Check-in will be Friday, Feb. 20th.
Progress reports will be coming home the week of Feb. 23rd-Feb.27th
March 19th-Early Release
March 20th- No School for students
We will be taking our assessment on unit 2b this week, which is Reasoning About Equations and Angles which will assess on the following standard:
NC.8.G.5 Use informal arguments to analyze angle relationships.
Recognize relationships between interior and exterior angles of a triangle.
Recognize the relationships between the angles created when parallel lines are cut by a transversal.
Recognize the angle-angle criterion for similarity of triangles.
Solve real-world and mathematical problems involving angles.
We will be moving into Unit 3a- Functional Reasoning/Systems. In this unit, students are introduced to the concept of a function as a relationship between “inputs” and “outputs” in which each allowable input determines exactly one output. Students work with relationships that are familiar from previous grades or units (perimeter formulas, proportional relationships, linear relationships), expressing them as functions. Students are then introduced to the term “function” as describing a relationship that assigns exactly one output to each allowable input. Students connect the terms “independent variable” and “dependent variable” (which they learned in grade 6) with the inputs and outputs of a function. They use equations to express a dependent variable as a function of an independent variable. They work with tables, graphs, and equations for functions, learning the convention that the independent variable is generally shown on the horizontal axis. They work with verbal descriptions of a function arising from a real-world situation, identifying tables, equations, and graphs that represent the function, and interpreting information from these representations in terms of the real-world situation.
Standards:
NC.8.F.1 Understand that a function is a rule that assigns to each input exactly one output.
Recognize functions when graphed as the set of ordered pairs consisting of an input and exactly one corresponding output.
Recognize functions given a table of values or a set of ordered pairs.
NC.8.F.2 Compare properties of two linear functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
NC.8.F.3 Identify linear functions from tables, equations, and graphs.
NC.8.F.4 Analyze functions that model linear relationships.
Understand that a linear relationship can be generalized by y = mx + b.
Write an equation in slope-intercept form to model a linear relationship by determining the rate of change and the initial value, given at least two (x, y) values or a graph.
Construct a graph of a linear relationship given an equation in slope-intercept form.
Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of the slope and y-intercept of its graph or a table of values.
Essential Questions:
How would you interpret( make sense, define) the features(characteristics) (e.g. rate of change, initial(beginning amount) value, increasing(going up)/decreasing(going down)) of a function(action, operation), in a real world context?
How and why do I define(describe), evaluate(solve), and compare (match, study) functions(action, operation)?
Key Math Practice Standard(s)
MP1: Connect descriptions, tables, equations, and graphs of functions.
MP4: Model linear functions and nonlinear functions with piecewise linear functions.
MP6: Use precise language to justify whether a table or graph is a function.
Students will be able to:
I can write rules for producing outputs from inputs.
I can understand that a function has one and only one output for each allowable input.
I can identify rules that do and do not represent functions.
I can determine whether or not a graph represents a function, and explain the reasoning.
I can represent a function with an equation.
I can identify independent and dependent variables.
I can interpret the graph of a function in context without an equation.
I can interpret points on the graph of a function.
I can understand that if the rate of change is positive over an interval, the function is increasing over that interval. If it is negative over an interval, the function is decreasing over that interval.
I can describe the strengths and weaknesses of different representations of functions.
I can compare inputs and outputs of functions that are represented in different ways.
I can use data points to model a linear function and decide when it is reasonable or not to model a time series with a linear function.
Vocabulary for this unit:
Function, dependent variable, independent variable, slope, rate of change, linear function, function table, increasing, decreasing, input, output, x-intercept, y-intercept, x-axis, y-axis, coordinate, coefficient, slope-intercept form, constant, term, relation, domain, range, unit rate, constant of proportionality
Please have your child reviewing vocabulary from each unit on a nightly basis. On our math canvas page is a module titled vocabulary with links to activities to review vocabulary words for each and every unit that we have covered this school year. Reviewing now will help instill those words into memory instead of trying to cram them in before the EOG in June. It will help to keep those beginning of year units fresh in their brains to make those questions that much easier.
Please let me know if you have any questions or concerns, michellecunningham@fcschools.net
ELA with MS. FROST:
Review of Grade 8 Classroom Expectations: The Eighth Grade Team wants your child to be successful! Click on the link below to review classroom expectations with your child: https://tinyurl.com/Grade8FMS
Needs Improvement… Specific to the FMS Non-Negotiables:
A number of students come to class without a chromebook or a chromebook not charged overnight. (Number One Concern)
Excessive bathroom use (students asking to go to the bathroom during each core class that extends more than five minutes at a time).
Most Observed FMS Non-Negotiables Include: out of area / food / talking out of turn / hoodies / earbuds
Student Academic Learning Goals: Includes grade level standards with student “I Can” statements
(RL 1)
I can cite textual evidence that most strongly supports an analysis of what the text says explicitly.
I can cite textual evidence that most strongly supports an analysis of inferences drawn from the text.
(RL 2)
I can determine the central messages (theme) of a text.
I can objectively summarize a text.
I can discuss how characters' actions / dialogue determines the theme.
(RL 3)
I can 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.
(RL 4)
I can determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts
Texts:
“Harriet Tubman: Conductor on the Underground Railroad”
“Letter to Harriett Tubman from Frederick Douglass” CommonLit
“Words We Live By” by Linda Monk
“Oh Captain, My Captain” Poem with Supplemental Texts
13 - 15 Amendment Articles
Curriculum: Refer to links below for review with your child…
Making Inferences (RL.8.1)
Identifying Theme (RL.8.2)
Differentiating Tone vs. Mood (RL.8.4)
Analyzing Types of Irony (RL.6)
Using Context Clues (L.8.4)
Reading Between the Lines - Figurative Language (RL.8.5)
MATH with MS. JENKINS:
Hello FMS families. We have officially made it halfway through the school year. This week marks the beginning of the third quarter and our students are excited about learning more about algebra. We continue to work on Unit 4, Reasoning with Expressions. They have learned how to identify the parts of an expression, how to identify equivalent expressions, and how to distribute or expand algebraic expressions. In the next two weeks, we will work on combining like terms and writing expressions in different forms to better understand relationships within context.
Many students completed the Star mid-year diagnostic test. We will have data discussions concerning the results to ensure continued progress throughout the year.
Report cards will go out next week.
Standards for Unit 4
NC.7.EE.1 Apply properties of operations as strategies to:
- Add, subtract, and expand linear expressions with rational coefficients.
- Factor linear expression with an integer GCF.
NC.7.EE.2 Understand that equivalent expressions can reveal real-world and mathematical relationships. Interpret the meaning of the parts of each expression in context.
Standard to Review for ( Next Check-In 2 )
NC.7.NS.3 Solve real-world and mathematical problems involving numerical expressions with rational numbers using the four operations
Writing Standard:
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
Things to remember:
Class attendance is important. Remember to turn in make-up work if you are absent.
Remember the school and classroom rules.
Behavioral problems can interfere with daily learning, and we are working diligently to minimize distractions. (Exhibit responsible behavior at all times.)
Bring your materials (Chromebooks(charged), notebooks, and pencils) to class daily.
Get a good night's rest and come to class prepared to work.
IXL lessons help you to remediate and retain what you have learned. Get them done when assigned.
Believe in yourself, you can do it.
If you have any questions please feel free to contact me at litishajenkins@fcschools.net.
ELA with MS. BAECHLE:
HMH Into Literature Curriculum:
Module 4: The Terror and Wonder of Space
Essential Question(s):
HMH Unit EQ: Why is the idea of space exploration both inspiring and unnerving?
🎯Target Standards
RL.5: Analyze how a drama’s or poem’s (or other literary genre’s) form or structure contributes to its meaning. - DOK 3
RL.4: Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work. (Figurative Language)* - DOK 2-3
RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - DOK 3/Informational text
RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. - DOK 3
🧱 Supporting Standards
L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. - DOK 2-3
✏️Writing Standards
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 - DOK 3/4 - U3
Project TBD* Attendance and Participation. Scholars will attend class Monday through Friday at their assigned or scheduled time(s). See daily schedule above. Attendance will be taken at the beginning of class each day. Regular participation and engagement are encouraged daily and during each lesson.
ASSIGNMENT EXPECTATIONS
Class assignments, independent activities/assignments, and assessments are due on or before their due dates. Students will be utilizing the Canvas Platform as their Learning Management System (LMS) with Google applications (Docs, Sheets, Slides, Forms, etc.) to be practiced regularly for best results.
Missed Assignments and Assessments: Learners will have the opportunity to make up missed assignments. Timely submission will allow submission without penalty, but a 20-point deduction will be applied if assignments are not submitted within the week.
Please ensure your student is checking their email, Canvas, and Infinite Campus (New Powerschool) regularly to ensure they are up to date with assignments and any important info**
GRADING
Grades are recorded and updated in Infinite Campus and may be accessed by parents through the Parent Portal on a weekly basis. If you need information on how to access your account, don't hesitate to get in touch with the FMS office.
Note: Parents/guardians, you should be able to access and view your students' grades in our new system: “Infinite Camus.” If you are unsure how to do this please check with the main office, It is critical that both you and your student know how to check grades for updated and missing work on a weekly basis**
Q2 Report Cards can be picked up in the cafeteria on Monday January, 26th from 3:30 - 4:30 pm
Reading Check-in two will take place on Tuesday January, 27th in the morning. Remediation will be occurring each morning from 1/21 - 1/26 for additional review of challenging standards and skills.
Please inform your students to take their time, get a good night's rest, use ALL their strategies, and to try their best. It is important for the data to be accurate and to see student growth, as well as which areas need further teaching or support in order to enhance comprehension and mastery of specific standard based skill-sets.
HOMEWORK POLICY
Homework as continued practice will be given roughly two to three times a week. Please remind your student of the importance of completing their homework regularly to ensure they are mastering skill-sets from class. The work not completed in class becomes work to finish at home. Homework (continued class practice/application) will be due mostly on Wednesday and Fridays**
Late Work Policy
Students have a week from the missed assignment to make it up for full credit. Please email your teacher with any late work to ensure it is graded*
Last Week:
Completion of Unite three and Q2 project in class work time.
This Week:
Remediation to review and prepare for the upcoming second Check-in for ELA.
Next Week:
ELA Check-in round two on 1/127, and continuing with Unit 4 skill-sets.
Q3 Project - Due Friday, February 6th**
Link: https://docs.google.com/document/d/1MXqf70sTi1-g60uFQFSxW8gOAHb_PyO4GKBkV8l7L1Y/edit?usp=sharing
Tutoring:
Update - Tutoring is held weekly from 3:30- 5:00 on Mondays and Wednesdays. A form will be sent home with your child if they are interested. Be sure to fill out and return the contract to the main office.
Tutoring Contract: https://docs.google.com/document/d/12PiSlrcx9lcVe_lvTxAEhFOxi39d_t8xI2Ogf5cqFAs/edit?usp=sharing
Communication:
Canvas is available for students and parents/guardians throughout the school year to allow for checking of student progress and work turned in including: grades, missing work, etc. I will make check-ins and phone calls home as needed, as well as emails to communicate what is going on regarding both academic successes and behavioral challenges.
Please do not hesitate to reach out with any questions or concerns at: kimberlybaechle@fcschools.net
