Stuck in the Middle

FMS 7th Grade Newsletter: Week of September 24-28


Important Dates

  • 28 - Homecoming - Early Release

Midterm Grades Update

As we reach midterm, many classes are finishing up their first unit and assessing student learning. You can expect that grades in SIS K-12 will be updated in the next week to reflect student progress. If you want another way to stay up-to-date on your child's pre-test, formative and post-assessment progress, you can ask your child to open their e-binder in Google Classroom. This is a new way that we are helping students to track their own learning.

Classroom Notes


We have enjoyed another week in ELA! We practiced the NWEA Test and then took it. We continued with Drums, Girls, and Dangerous Pie. We have continued to practice and review our power standards.

Week at a Glance:

Monday: Inferencing and Drawing Conclusions Lesson, Guided Reading

Tuesday: Practice Inferencing and Drawing Conclusions, Guided Reading

Wednesday: Practice Inferencing and Drawing Conclusion, Review for post-assessment

Thursday: Post-assessment, Introduce Close Read, Vocab. Practice

Friday: Homecoming House Day! Early Release

Learning Targets for the Week:

Continue with inferencing and drawing conclusions to prepare for post assessment, as well as prefixes, suffixes, and root words. (RI1A, RL1A, & RI1B)

Important Vocabulary:


Draw Conclusion



Root word

Power Standards for the Quarter:

  • Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and content-specific meanings using context, affixes, or reference materials.

  • Use a given process to create clear narrative, expository, and argument writing that is developed, and organized for the task; including style, voice, purpose, and audience.

  • Present in a clear and audible voice while remaining on-topic, focused, and maintain voice level and pace


Announcements: To see what we are doing in class, ask your child to show you their daily agenda on the Hyperdoc attached to Google Classroom. Here you can see the agenda as it is updated daily to reflect what students are doing each day. Our objective rubrics for the first quarter are linked to the Power Standards below.

Week at a Glance: NWEA testing took longer than expected, so next week will begin Objective 2:Determine when two quantities are in a proportional relationship, identify and/or compute the constant of proportionality (unit rate), explain what a point (x,y) on the graph of a proportional relationship means in terms of situation. Students will continue to be able to show their knowledge to improve their grades on Objective 1.

Learning Targets for the Week:

  • I can determine if two quantities are proportional from a table of values, determine if two quantities are proportional from a context
  • I can compute the constant of proportionality
  • I can explain what a point (x,y) on the graph of a proportional relationship means.

Important Vocabulary: rate, unit rate, complex fraction, unit ratio, proportional relationship, constant of proportionality

Power Standards for the Quarter:

Compute unit rates, including those that involve complex fractions, with like or different units 7.RP.A.1

Recognize and represent proportional relationships between quantities 7.RP.A.2

Solve problems involving ratios rates, percentages, and proportional relationships 7.RP.A.3

Solve problems involving the four arithmetic operations with rational numbers 7.NS. A. 3

Life Science

  1. Week at a Glance:

    This week we will continue learning about cell theory, and start learning about the 2 types of cells and the differences between them.

    Learning Target for the Week:

    1. I can identify the 3 parts of cell theory

    2. I can compare and contrast the 2 types of cells

    Important Vocabulary:

    • Cells

    • Prokaryote

    • Eukaryote

    • Nucleus

    • Archea

    • Bacteria

    • Eukarea

    Power Standards for the Quarter (Objective Rubrics):

    1. Provide evidence that living things are made up of one or many varied cells

    2. Explain that cells must carry out all of the basic functions of life. Understand the functions of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall and all organelles work together to make a cell function.

    3. Use evidence to argue that multicellular organisms are organized by varying levels of complexity.

    4. Describe the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy in and out of organisms

Social Studies

Announcements: Students are finished testing over objective one. Check SISK12 for an update on their grade in Social Studies.

Week at a Glance:

Students will finish presenting their Native American artifacts this week. Check the FMS Facebook page for some pictures! Our next learning adventure will cover the European explorers. Students will be pre-testing and begin learning activities over this unit over the next couple of weeks.

Learning Target for the Week:

  • Compare the reasons Europeans wanted to explore and settle in the New World and how they affected the Native American population in their area.

Vocabulary: Key Terms:

Columbian Exchange, slavery, colony, missionaries, domesticate, convert, conquistadors,

fur traders, profit, impact

Questions? Email your child's social studies teacher:

Heather Yates -

Lara Brunk -


Hats and Hoodies in School

As a reminder, hats and hoodies are only to be worn at school if a student has purchased a Hat Pass from the Thrive Hive. Students who choose to wear hats or hoodies in the hallway will be asked to take them off.

Fidget Spinners

Fidget spinners, or other fidget toys, are not allowed in classrooms unless noted in 504 and/or IEP accommodations. Some classrooms have fidget tools that students can borrow as the teacher sees necessary.