PARENTS: The first home football game is TOMORROW at 5:30 pm. Students are NOT allowed to stay after school unsupervised to go to an athletic event. All students are expected to go home as usual, and need to get a ride to events. We prefer students to be accompanied by an adult when they are at a middle school event. FMS staff are not allowed to provide transportation to students, and may not provide supervision simply to attend an athletic event.
Gate charge for athletic events: $7 cash only
**GRADE ALERT FORMS WILL BE EMAILED TO PARENTS THIS WEEK FOR ALL STUDENTS WHO ARE FAILING ANY CLASSES
SEPTEMBER
9/25 HOME Football VS Bunn MS 5:30 pm
9/26 HOME Volleyball/Soccer VS Vance MS 4:30 pm
OCTOBER
10/1 FMS TITLE I PARENTPALOOZAQ (more info below!)
10/1 AWAY Volleyball/Soccer @ Hawley MS 4:30 pm
10/2 HOME Football VS CCMS 5:30 pm
10/2 Custodian Appreciation Day
10/3 HOME Volleyball/Soccer VS Butner Stem
10/7-10/10 Science 8 Remediation Week
10/7 STOMP OUT BULLYING DAY - wear blue to school today!
10/8 AWAY Volleyball/Soccer @ Crosscreek Charter 4:30 pm
10/8 PICTURE DAY!! WEAR A NICE TOP AND GET YOUR PIC - PAY EARLY OR LATER
10/9 HOME Football VS Northern Granville MS 5:30 pm
10/10 HOME Volleyball/Soccer VS TLMS 4:30 pm
10/16 UNITY DAY - WEAR ORANGE TO STAND AGAINST BULLYING
10/17 EARLY RELEASE - students released at 12:30 pm
10/18 NO SCHOOL TODAY (Teacher Workday)
10/22 AWAY Football @ TLMS 5:30 pm
10/29 READING CHECK-IN #1 (testing schedule)
10/30 FMS BOOK CHARACTER DAY (see more info below)
10/31 LAST DAY OF QUARTER ONE!
NOVEMBER
11/3 Daylight Savings Time Ends
11/5 ELECTION DAY - GO VOTE! NO SCHOOL TODAY (Teacher Workday)
11/7 HOME Football VS Wake Prep 6:00 pm
11/11 NO SCHOOL - VETERAN'S DAY
11/12 AWAY Football @ Vance MS 5:30 pm
11/20 MATH GRADE 6 & 7 NC CHECK-IN #1 (testing schedule)
11/27 - 11/29 THANKSGIVING NO SCHOOL
STILL NEED TO PAY AND SIGN FOR YOUR CHILD'S CHROMEBOOK?
1. Agreements will need to be completed digitally by using one of the two following options:
a) 1:1 Plus- bit.ly/1to1FCSAUP will provide directions on how this is to be completed and parents will need to have their student's username and password. It has to be completed individually if you have multiple students in the district.
b) Google Form- for those that are having issues logging into 1:1, just fill out this Google form: https://forms.gle/2haosUZEWGVEmNLL7 this is identical to the information you will see on the 1:1 Plus site but it does not require a username to access just the parent's email address.
2. Give your child $10 and tell them to take the $10 and the signed paper to the main office.
*If you want insurance, sign for both and give your child $36 and tell them to take the forms and the money to the main office.
**Chromebooks are ready to go for 6th graders - we just need the form and the $$!!
NOTE: CHROMEBOOKS WILL BE DISABLED WITHOUT THE DIGITAL PAPERWORK
FMS SCHOOL IMPROVEMENT TEAM UPDATES:
We changed and updated our vision/mission/values at our last SIP meeting. A special thanks to our parent members for their excellent input!
OUR VISION
We are a community school of excellence dedicated to partnering with family and community stakeholders to foster academic growth and character development.
FMS MISSION
Franklinton Middle School is a vibrant school with caring staff who understand the social-emotional needs of middle school students and empower students to become lifelong learners and responsible citizens who seek higher education and are career ready.
FMS VALUES
- All children, regardless of race, ethnicity, cultural beliefs, socio-economic circumstances, or cognitive level, can grow and achieve.
- Strong collaborative teams with a shared vision can reduce achievement gaps and raise growth levels for all students.
- Building strong relationships between our school, parents, and community is crucial in addressing each student’s needs.
- A learning environment based on trust, integrity, and commitment is vital for student success.
- Discipline, safety, and accountability are important parts of a school culture that reflects intellectual, emotional, and social growth.
Policy Code: 4300 Student Behavior Policies
PURPOSE: To provide expectations and establish standards of conduct for all students.
All decisions related to student behavior are guided by the board's educational objective to teach responsibility and respect for cultural and ideological differences and by the board's commitment to creating safe, orderly and inviting schools. Student behavior policies are provided in order to establish (1) expected standards of student behavior; (2) principles to be followed in managing student behavior; (3) consequences for prohibited behavior or drug/alcohol policy violations; and (4) required procedures for addressing misbehavior.
Students must comply with the Code of Student Conduct in the following circumstances:
1. while in any school building or on any school premises before, during or after school hours;
2. while on any bus or other vehicle as part of any school activity;
3. while waiting at any school bus stop;
4. during any school-sponsored activity or extracurricular activity;
5. when subject to the authority of school employees; and
6. at any place or time when the student's behavior has or is reasonably expected to have a direct and immediate impact on the orderly and efficient operation of the schools or the safety of individuals in the school environment.
At FMS and All FCS Schools:
If students are concerned about a friend at school who is exhibiting any warning signs of suicide, they can report their concerns to any adult at school. The school counselor, school nurse, or school social worker will complete a risk assessment and contact a parent or guardian. If concerns arise after school, on weekends, or during breaks from school, students can report concerns to Say Something by using the Say Something Mobile App, or calling 1-844-572-9669, or visiting www.SaySomething.net. This is a free crisis hotline available 24/7. Say Something will send a report to local law enforcement and to school contacts to respond with immediate help. Of course, if there is an immediate life threatening concern, always call 911.
Read more about suicide prevention at the National Institute for Mental Health here.
Reaching out for help has been made easier.
Just call 988 and you’ll be connected with a mental health professional at the Suicide & Crisis Lifeline.
All month, mental health advocates, prevention organizations, survivors, allies, and community members unite to promote suicide prevention awareness. There is no single cause for suicide, but there are risk factors and warning signs which may increase likelihood of an attempt. Learning them can save lives. Please click here for more information about risk factors, protective factors, and warning signs.
SOCIAL STUDIES with MR. CALDERON:
Lesson Standards
6.G.1.2- Understand how the movement and settlement of people shaped the development of civilizations, empires, and societies in Africa, Asia, Europe, and the Americas.
6.G.1.3- Learn how innovations and technology affected where people lived, how they migrated, and the exchange of goods and ideas among different cultures.
Dear Families,
We’re now five weeks into the school year! Students are starting to feel more comfortable in class. While some may still be catching up, we’re all working hard to help everyone reach the same level of understanding.
Over the past few weeks, we’ve been diving into Unit 1: The Rise of Civilizations. We started with Chapter 1: Human Origins, where we explored how humans first began to walk the Earth through scientific and archaeological findings. This week, we’re moving on to Chapter 2: Agriculture and Settlement, focusing on how early humans formed groups and developed into civilizations. In the coming weeks, we’ll explore various early civilizations, covering one chapter each week. If a chapter is particularly large, we may take a bit more time to ensure everyone grasps the material.
Please remember to check your child's grades and classwork regularly. While I try not to assign homework, students may have tasks to complete if they didn’t finish during class. I aim to update classwork grades within a couple of days, so you’ll have a clear idea of any missing assignments.
If you have any questions or concerns, please don’t hesitate to reach out. I will do my best to respond within 24 hours. You can also call me during my office hours from 2:00 PM to 3:00 PM.
Best regards,
Mr. Calderón
6th Grade Social Studies
MATH with MS. JENKINS:
Hello Ram families, our students continue to make progress with our Unit 1 study on Proportional Relationships. Students are learning to use equivalent ratios to describe scaled copies of shapes, explain how scaling impacts area, create, and define proportional relationships. Next we will learn to reason about two quantities that are in proportional relationships and identify the constant of proportionality. Students will have a short vocabulary and practice quiz at the end of the week to assess current progress. We plan to take the Unit 1 assessment at the end of October. Progress reports will go out at the end of the week.
Things to remember:
- Be on your best behavior. Remember the school and classroom rules.
- 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 if there is something that you do not understand.
- Believe in yourself, you can do it!
If you have any questions please feel free to contact me at litishajenkins@fcschools.net.
SOCIAL STUDIES with MR. JONES:
Hello Parents and Guardians,
We have begun working in Discovery Education on our chromebooks to further expand our knowledge of the world. We are using the techbook titled “World History: Prehistory to Present.” In the coming weeks, students will learn how the Renaissance began and how its ideas spread throughout Europe. They will also analyze the characteristics of Renaissance society. If you have any questions or concerns about the content, please feel free to contact me at hunterjones@fcschools.net
Below are the standards used for the current lessons which are established by NCDPI.
NCES.7.C&G.1.1 - Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).
NCES.7.H.1.1 - Construct charts, graphs, and historical narratives to explain particular events or issues over time.
NCES.7.H.1.2 - Summarize the literal meaning of historical documents in order to establish context.
NCES.7.H.1.3 - Use primary and secondary sources to interpret various historical perspectives.
NCES.7.H.2 - Understand the implications of global interactions
7.C&G.1.4 - Summarize new ideas that changed political thought in various nations, societies and regions.
SCIENCE with MS. BRACKETT:
Dear Parents,
I hope this message finds you well! I’m excited to share what our 7th graders will be exploring in science for the remainder of Quarter 1, based on the North Carolina 2023 Standard Course of Study.
Our students will delve into the following topics:
Water Cycle and Weather Patterns: They will learn how the cycling of water in the atmosphere influences weather patterns on Earth.
Air Masses and Weather Systems: Students will analyze data to understand the relationship between air mass movement, high and low-pressure systems, and the resulting weather conditions.
Weather Predictions: They will practice predicting weather based on:
Direct observations and measurements (like wind speed, temperature, humidity, and air pressure)
Weather maps, satellites, and radar
Cloud shapes, types, and their associated elevations
Models of Weather Influences: Using models, they will explore how convection, global winds, and the jet stream affect weather and climate.
I believe these topics will engage and inspire our students as they learn about the world around them. Please encourage them to stay focused during class, complete their assignments on time, and put forth their best effort.
If you have any questions or concerns, feel free to reach out to me.
Best regards,
Ms. Brackett
7th Grade Science Teacher
ELA with MS. BAECHLE:
Good evening students and families. As we approach the middle of Quarter one it is critical that we remind our students to stay up to date with their work in class and located on Canvas, as well as their grades updated regularly on Powerschool. As a result, we continue to hold them accountable for their work and growth academically. Please note that Grade Alert forms will be sent out by the end of this week for Q1 through email.
Growth Accountability Agreement:
I will complete daily work (assigned in class)
I will finish any work that was not completed in class for homework
I will come to class prepared (work completed and a charged chromebook)
I will not disrupt the learning environment, or others
I will check Canvas daily for updated assignments and due dates
I will check Powerschool regularly for grades and missing assignments
I will always try my best
I will ask for further support from my teacher is I don't understand an assignment
I will maintain a growth mind-set for my academic and personal growth and goals!!
Expectations:
Students are to come to class on time, prepared and ready to work. If they are not following the non-negotiables, they will receive a warning to correct their chosen behavior before they are sent to ALC with a write-up and a parent contact.
Remember that each quarter every student begins with a 100% in their classes. What they decide to do with their grades and achievements are up to them.
News: Students recently completed their first reading/language arts Diagnostic of the year through Edmentum in order to get a baseline for where they fall among specific standards including: language/vocabulary, reading for Literature, and reading information.
Sports and Grades: Please ensure your student is keeping up with their work and on their best behavior. Good grades and exemplifying positive behavior is key to being able to play sports throughout the school year.
New Curriculum: We have begun a new ELA Curriculum this year called: Houghton Mifflin Harcourt Into Literature. The material is scaffolded in a way that is easy to understand while including detailed lessons/units including: anticipatory sets, clear standards, relatable topics, a variety of genres and activities, as well as various reading and writing activities with vocabulary throughout and plenty of application (practice) of content in order to master numerous skill-sets.
Note: A digital copy of the text can be located on students' Classlink and include each passage we read in class, as well as several comprehension checks (assignments), and several resources.
Please encourage your students to use this resource at home to compete and classwork that was not finished, or any homework that may be assigned. It is very beneficial for students to not only take accountability for their work, but to practice skills regularly in order to master academic goals.
Standards:
🎯Target Standards
*RI.7.6 Determine the author’s point of view or purpose within a text and
Analyze how the author distinguishes his or her position from that of
others.
RL.7.3 Analyze how particular elements of a story or drama interact.
RL.7.5 Analyze how a drama’s or poem’s (or other literary genres) form or structure contributes to its meaning.
🧱 Supporting Standards
*L.7.5 Demonstrate an understanding of figurative language, word
relationships, and nuances in word meanings. Distinguish among the
Connotations (associations/emotions), and the Denotations (dictionary
meaning) of a word.
L.7.4 Determine and/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: context clues, word parts, word relationships, and reference materials.
RL.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.
✏️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
Last Week: We read and annotated our second passage “The Flight of Icarus,” and focused on the theme. We continue to have a strong focus on vocabulary acquisition both content and academics, as well as with a close focus on annotation strategies, unknown vocabulary, and text-based short response questions.
This Week: Our focus is on the author's point of view and sign-post annotation strategies to use within reading to enhance students overall reading comprehension. Per viewing the first Diagnostic students performed well on reading for literature which focus on theme and characters. However, we still need additional practice with reading for information (topic and author’s purpose) and enhancing both their working and academic vocabulary in various contexts and with several word meanings (connotation vs. denotation).
Homework: Students should expect homework two to three times weekly in order to continue to develop their skill-sets and to see growth. Please ask your child what work they have for homework, or have not completed on a regular basis to help keep them on track. Work is updated regularly for access on Canvas. Grades are also updated weekly and viewable on Powerschool. Students should expect classwork (homework if not completed) in order to maintain an understanding of reading both inside and outside of class on a weekly basis. The application process is so critical to close gaps in comprehension and to apply to later content**
Grades: Student grades are present (updated regularly) on Canvas, and are now viewable to students and guardians on Powerschool. Students are expected to check their grades on a regular basis and reach out to their teacher for make-up work, or additional time to complete an assignment if they have been absent, as well as, emailing them a reminder once completed. I allow a one week timeframe to make up work before an assignment becomes a zero.
Thank you parents and guardians for your continued support throughout the school year with what promises to be a successful year full of growth and achievements.
Please do not hesitate to reach out to me with any further questions or concerns: kimberlybaechle@fcschools.net
MATH with MS. CUNNINGHAM:
We tested unit 5a on 9/13th. We have since moved into our next unit of Reasoning with Exponents/Scientific Notation last week, where students are using exponent properties to identify and create equivalent expressions involving positive, negative, and zero exponents. Secondly, they will be learning to use scientific notation to express and perform operations with very large or very small quantities using powers of 10 and scientific notation.
Math Standards for Unit 6: Reasoning with Exponents/Scientific Notation:
NC.8.EE.1: Develop and apply the properties of integer exponents to generate equivalent numerical expressions.
NC.8.EE.3: Use numbers expressed in scientific notation to estimate very large or very small quantities and to express how many times as much one is than the other.
NC.8.EE.4: Perform multiplication and division with numbers expressed in scientific notation to solve real-world problems, including problems where both decimal and scientific notation are used.
In this unit, students use exponent properties to identify and create equivalent expressions involving positive, negative, and zero exponents. Secondly, they use scientific notation to express and perform operations with very large or very small quantities using powers of 10 and scientific notation.
Vocabulary
exponent, base of an exponent, power of ten, scientific notation
Key Math Practice Standard(s)
MP2: Use properties of exponents to determine if exponential expressions are equivalent. Perform operations on numbers in scientific notation.
MP6: Locate numbers on a number line using powers of 10.
MP7: Rewrite expressions with exponents using a single power, and large or small numbers using scientific notation
What should students be doing?
Throughout the Unit
All students actively engaged in class discourse and persevering through points of difficulty, challenge, or error.
All students revise their thinking using feedback and through conversations with peers and teachers.
All students using paper and geometry tools* to organize or visualize their thinking and record key information when needed.
All students use multiple sentences to construct, critique, and defend their thinking.
Exponent Rules
Students using properties of exponents to determine if two exponential expressions are equivalent (MP2).
Students rewriting expressions involving exponents using a single power (MP7).
Students generalize properties of exponents by noticing patterns and writing rules to represent those patterns (MP8).
Scientific Notation
Students writing and identifying large and small numbers on a number line using powers of 10 (MP6).
Students rewriting large or small numbers using scientific notation (MP7).
Students multiplying, dividing, adding, and subtracting numbers given in scientific notation (MP2).
Students applying their knowledge of scientific notation to answer questions about real-world situations (MP4)
We could use some boxes of tissues if anyone would be willing to send a box or two in for our room. Thank you in advance.
Grade Update** “Grade Alert Forms” will be emailed home by your students homeroom teacher by Friday, 9/27. This is to provide an update on what classes may need to be focused on more with work completion in order to be successful by the end of Q1. Quarter one ends on Thursday, October 31st.
Things to remember:
Be on your best behavior. Remember the school and classroom rules.
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 for the week. REMEMBER, any unfinished classwork will be assigned for homework. There are many people who have many missing assignments!
If you have any questions please feel free to contact me at michellecunningham@fcschools.net
ELA with MS. FROST:
First and foremost, thank you for all your support and communication with me regarding your child’s academics / behaviors. As a team, we have established team expectations that apply to all four classes (ELA, Math, Social Studies, and Science). Expectations will continue to be revisited in each classroom to ensure all students are on the same page thus avoiding disruptions in and outside the classroom.
And, there is room for improvement specific to the FMS Non-Negotiables listed below:
A number of students come to class without a chromebook or a chromebook not charged overnight.
Students talking out of turn with discussion unrelated to the lesson thus disrupting learning taking place for the majority of students on task.
Excessive bathroom use (students asking to go to the bathroom during each core class that extends more than five minutes at a time).
Students not adhering to dress code.
Cell phones not in backpacks (students should not have visible cell phones in back pockets / pant pockets / sweatshirt pockets)
Please review the team expectations as students are written up for non compliance.
Click on the link below to review classroom expectations with your child:
Grades: PowerSchool is Up-to-Date
Check PowerSchool frequently to ensure your child is up-to-date on assignments. The protocol for submission of late assignments is to send an email to me with the titles of the late assignments completed. Please encourage your child to check PowerSchool for missing assignments. Also, ask your child to go to Pear Assessment.com (Links to an external site.) for past assignments / assessments to make-up missing work. Note: assignments close after two weeks and students cannot make up work after the assignment closes. Students are not penalized for submitting late assignments within this two week period. Again, it is the responsibility of your child to email with the title(s) of completed work after the due date.
Diagnostic Beginning of Year Assessment (Exact Path)
Students completed the first diagnostic assessment with a new platform titled, “Exact Path”. The test results are not used to assign grades. The results provide me with important information so I can identify students who need support, and identify areas where additional help might be needed. The results give a snapshot of your child's current reading ability. In the next two weeks, I will have individual data talks with students to discuss the outcomes of the first assessment.
Curriculum: HMH Introduction to New Instructional Resources
Houghton Mifflin Harcourt Into Literature (Week of 9/23 - 10/4)
HMH: Into Literature offers a more robust and engaging curriculum that is specifically designed to meet the diverse needs of all learners. One of the key benefits of this new curriculum is its vertical alignment with our elementary school ELA program HMH: Into Reading. This means that the skills and knowledge students acquire in the earlier grades will seamlessly build into their middle and high school years, ensuring a more cohesive and consistent learning experience.
The HMH: Into Literature curriculum is designed to:
Enhance student engagement with high-interest texts and interactive digital tools.
Support diverse learners with differentiated instruction and resources tailored to various learning styles.
Develop critical thinking and analytical skills through rigorous reading and writing activities.
Align with state standards to ensure our students are on the right path toward academic success.
(Week of 9/23 - 10/4)
🎯Target Standards
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
🧱 Supporting Standards
RI.8.1 Cite textual evidence that most strongly supports an analysis of what the text says 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.
✏️Writing Standards
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; adapt speech to a variety of contexts and tasks.
HMH Unit EQ (Essential Question):
Does technology improve or control our lives?
NC Standards EQ (Essential Question):
How can we evaluate the strength of an author’s argument and identify where the texts disagree on matters of fact or interpretation?
EQ (Essential Question) Annotation Notes: Students discuss how even when people agree on facts they may still come to different interpretations or outcomes. Determining the relevant facts surrounding an important situation is never easy. Getting agreement as to their interpretation is even harder. It is now not difficult to acquire large amounts of data due to computers/internet. Acquiring intelligent and educated people to make sense of it all – that is the challenge!
Highlighted Concepts of Focus:
Context Clues (Vocabulary)
Plot Diagram
Theme
Tone vs. Mood
Making Inferences
Character Traits
HOMEWORK
Students are expected to read 30 minutes per night outside the school day in order to meet our Ultimate Reading Goal; Reading Standard 10. Students can access online novels via SORA under the Classlink Icon. The goal is to build background knowledge, vocabulary bank, and stamina to improve comprehension of complex / difficult texts. And, most importantly, building towards picking up a book based on self selected texts of student interest.
NOTE: Unfinished classwork may be assigned for homework.
QUESTIONS? Please contact me at annafrost@fcschools.net
ART with MS. CLIFTON
What makes up a photograph?
What elevates a photographer from the millions of people taking snapshots and uploading them to social media?
TAKING vs. MAKING
As a photographer, you must pay attention to what is making up your photograph.
Which elements are coming together to create a successful work of art that goes beyond a snapshot?
CTE with MR. PIRRONE:
Paxton Patterson Career Labs:
Over the next few weeks, we will be laying the groundwork for successful lab experiences as part of the Paxton Patterson College and Career Labs program. This phase will introduce students to essential lab basics, setting a strong foundation for all future lab activities. Students will gain hands-on experience with key lab procedures and will become familiar with the expectations that will guide their work in this environment. Additionally, we will review the non-negotiable rules that are critical to maintaining a safe, organized, and efficient lab setting.
Students will be working exclusively from their Chromebooks, so preparation and readiness to use these tools will be crucial. This focus on being prepared not only enhances productivity but also teaches students the importance of responsibility and self-sufficiency, skills that are fundamental in both academic and career-oriented settings.
Once this foundational stage is complete, we will shift focus to a whole-class module on personal finance, which will be tailored to the students' grade level. Following the completion of this module, students will have the autonomy to select from a variety of Paxton Patterson modules that align with their interests and future career goals. This student-choice model encourages self-directed learning while ensuring all key topics are covered. Each module will take roughly 1-2 weeks to complete, giving students the time they need to explore topics deeply and gain valuable skills.
The personal finance module will teach students critical life skills such as budgeting, managing credit, saving for future goals, and making informed financial decisions. These objectives are not only aligned with academic standards but are also designed to provide practical knowledge that students can carry into their adult lives.
Objectives Identify products and services used in the development and maintenance of a financial plan. Develop a comprehensive financial plan involving transaction tracking, budget allocation, insurance planning, saving and investment programs, tax planning and preparation, and credit usage. Apply financial-decision making principles to the management of financial resources. Examine the differences between home, auto, health and life insurance and the importance of each. Understand the different types of credit and the importance of a credit score and maintaining a healthy credit. Understand basic tax filing principles and practices. Investigate potential careers within the finance career cluster. Apply the knowledge gained to the management of current and future financial planning and decision making.
Computer Science Discoveries 1 and 2:
We will be continuing on with the modules. 8th grade is continuing with Module 2 and working on App Prototyping. The Objectives
Students will be able to:
Describe the target users for a computational artifact
Develop a plan for collaborating with others to design a computational artifact
7th grade is at the end of Module 1 and is designing their app and how they want it to look, what information to be imputed. At the end of this 2 week long lesson they will have their first assessment within code.org to test on what they have learned in the lessons.
Keyboarding Skills and Basic Word Processing:
Students are currently mastering the foundational keystrokes on the keyboard, developing essential muscle memory that will help them become efficient and accurate typists. In these early stages, they are also working to determine their Words Per Minute (WPM) baseline, which serves as a key performance metric for tracking their progress over time. By establishing this benchmark, we can tailor future lessons to individual student needs, ensuring gradual improvements in both speed and accuracy.
In addition to learning basic letter keystrokes, we’ve introduced the numeric keypad, a crucial tool for quickly entering numbers into documents. This introduction helps students understand how professionals in data-heavy fields, such as accounting or programming, use the numeric keypad to streamline tasks like inputting figures and performing basic mathematical operations directly within documents.
The goal of this initial phase is to build confidence and competence in typing skills, fostering a sense of readiness before moving on to more complex tasks, such as generating and formatting full word documents. We’ll continue to refine these skills until students feel confident in their typing speed and accuracy. Once they reach that point, we’ll transition into practical applications of their typing abilities, like creating reports, essays, and other professional documents that will require not just typing, but also proper formatting and attention to detail. This gradual progression ensures that students not only type faster but also understand how to use their keyboard skills in real-world scenarios.