MS Curriculum Detail

English

The middle school English program sets high expectations for students in aspects of grammar, writing mechanics, vocabulary, and literary terminology. The program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write in various modes—and to revise; their confidence and facility in self-expression; and their capacity to organize and comfortably handle their assignments. Skills in speaking/oral presentation, reading, writing, vocabulary development, organization, and grammar and mechanics are taught in each course. Methods include in-class essays and take-home essays (in stages of thesis statement, outline, first draft, and final draft); student multimedia presentations; dramatizations; cooperative learning groups; reading aloud; creative writing; and teaching through games and competitions.

  • English 6

    In sixth grade, English students work to achieve competence and reliability in writing assignments and projects.  There is a steady emphasis on “taking care of the reader” in the following ways:  writing engaging openings to draw readers in, using clear topic sentences and paragraph structure to present information clearly, writing strong closings to wrap up ideas interestingly, and editing well so that readers can focus on the information and colorful use of words rather than errors.  The use of peer and teacher feedback, writing resources, and rubrics, gives young writers the opportunity to get more comfortable with the writing process and to see growth in their work over the year.  There is a focus on treating writing as craft rather than assignment and writing for a readership beyond the teacher.  Student work is consistently published to a broader audience.  
    Students read, discuss, and write about novels that range in genre from historical fiction to contemporary fiction to dystopian literature.  There is an emphasis on the ancient world that coordinates with the Social Science program.  The English focus is on active reading, critical thinking, literary style, and cultural analysis.  Texts include selected novels such as: Gilgamesh the Hero, Out of My Mind, Stargirl, and The Giver, with some variation depending on the teacher.  The Outside Reading component of the course provides the opportunity for students to select and read a variety of age-appropriate literature.
     
    For grammar study, students learn writing mechanics, especially as it relates to run-on sentences and sentence fragments. The vocabulary development program places an emphasis on long-term retention and application of words both orally and in writing. 


  • English 7

    In coordination with the seventh grade social studies class, English 7 is an exploration of modern global cultures through literature. At the same time, students look at themselves, using literature as a lens through which to view their own culture and identities.
     
    Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impressions of the books they read through  a variety of formats, including talk shows, posters, small-group discussion and book reviews.
     
    Skill building is also emphasized. Students write and revise extensively. Writings range from argumentation and analysis to personal narratives and poems. Mastering many rules of writing mechanics and usage as well as vocabulary building are also important aspects of the course. Students have the opportunity to develop skills and confidence in public speaking through frequent discussion and presentation.
     
    Books used in the course, for the full class and for small-group “literature circles,” include:
     
    • The Omnivore’s Dilemma (young reader’s edition) by Michael Pollan
    • The Diary of Anne Frank
    • Animal Farm, George Orwell
    • Surviving Hitler by Andrea Warren
    • The Man from the Other Side by Uri Orlev
    • The Cage by Ruth Minsky Sender
    • China’s Son by Da Chen
    • The Boy Who Harnessed the Wind, William Kamkwamba
    • Red Scarf Girl by Ji Li Jiang
    • Chinese Cinderella by Adeline Yen Mah
    • The Year of Impossible Goodbyes by Sook Nyul Choi
    • Persepolis by Marjane Satrapi
    • A Little Piece of Ground by Elizabeth Laird
    • Real Time by Pnina Moed Kass
    • Habibi by Naomi Shihab Nye

  • English 8

    English-8 works to help students address the question, “Who are we, and how did we come to be that way?”In this class students grow in many ways: in their articulation of ideas (in both oral presentation and writing), in their grasp of the grammatical structure of language, and in their understanding of ways in which writings reflect the ideas, attitudes, and conflicts of our identity.  English-8 examines coming-of-age for young men and women from diverse cultures.
    Students learn how identities are shaped by conflicting values and experiences, undergoing continuous growth, absorbing and being altered by political and economic concepts, and by immigrant cultures.  Students seek to determine some constant values and directions amid the clash and change.
     
    Below are eight “thematic rivers” - concepts that guide study within English-8. Students read works of literature that deal with at least one (and often many) of these concepts.
     
    • Evolving Nature of Identity—Who are we, and how did we come to be that way?  Who gets to be accepted?  
    • Conflicting Loyalties –How does a person resolve conflicting demands from family, friends, different religions, different beliefs, different nationalities?
    • Dependence, Independence, Interdependence—How are these conditions different?  Which is most important to the development of who we are? 
    • Materialism vs. Idealism—  How can we be, deeply, both materialistic and idealistic?
    • Freedom vs. Order— Which qualities of life are more important to our sense of self?  Is it possible to balance these two concepts? What must we give up to keep what we've gained?
    • Expanding of the Domain of Freedom— “The land of the free” –to whom do those words apply?  To whom do they not apply? How, when, and to whom has that freedom extended?
    Texts studied in recent years have included Absolutely True Diary of a Part Time Indian by Sherman Alexie, Copper Sun by Sharon Draper, To Kill a Mockingbird by Harper Lee, and The House on Mango Street by Sandra Cisneros.
     
    Composition assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes opportunities for both peer review and revision. Students also evaluate their own writing according to a well-articulated set of standards for different types of writing.
     
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Preschool - 12th Grade
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