The Lovett School Middle School English Curriculum
The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually.
English 6 Course Description This English course encompasses the study of writing, literature, reading comprehension, grammar, and vocabulary. The sixth grade writing curriculum emphasizes organization and idea development as students write paragraphs, short stories, and multi-paragraph essays. Students learn various techniques as part of the writing process, including prewriting and revision strategies, to help them communicate their ideas more effectively. Writing activities throughout the year provide an opportunity for students to develop their personal writing voices. The focal points of the literature component of the curriculum are appreciation and enjoyment. Literary selections include summer reading books, novels, and ongoing independent reading in a variety of genres. Students are introduced to basic literary elements for critical response, vocabulary in context, and are exposed to the historical or cultural frameworks for what they read. Through reading comprehension work, students enhance their ability to identify main ideas, supporting points, and conclusions. The sixth grade grammar curriculum Grammar and usage are taught through both direct instruction and application in students' written assignments. Skills Written expression Spiraling Direct application Essential Questions 1. How does a foundational knowledge of grammar and mechanics improve one’s ability to communicate clearly and effectively? 2. How does expanding one’s vocabulary enhance the enjoyment of reading and the ability to express ideas? 3. How does a study of the elements of literature help one appreciate, understand, and analyze a story? 4. How does the close reading of a piece of literature enhance one’s ability to empathize with others and understand life? 5. Why are the stages of the writing process and the traits of writing (organization, mechanics, ideas/support, word choice, sentence structure, overall development) essential to communicating powerfully?
Assessment (i.e. How do we know that students have reached the benchmarks below?) 1. Vocabulary, reading, and grammar quizzes/tests, application of skills in writing 2. Graded writing assignments (see above) 3. Research skills 4. Creative project(s) on novels 5. Oral presentations on literature and projects 6. Exam/final project at the end of each semester 7. One-on-one writing conferences Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will be able to define, locate, and properly use all eight parts of speech. 2. Students will be able to recognize and correct mechanical errors in their own writing and the writing of others. 3. Students will be able to write five paragraph persuasive and expository essays. 4. Students will be able to write a well-developed narrative including all elements of plot, strong sensory detail, and effective dialogue. 5. Students will be able to closely read, understand, discuss, and write about fiction. 6. Students will be able to analyze literature in oral discussions and short written pieces. 7. Students will be able to identify, discuss, and write about the elements of literature (point of view, setting, theme, characterization, plot). 8. Students will be able to identify and recognize the power of figurative language. 9. Students will be able to define and use a wide array of new words. 10. Students will show proficiency in Google Docs, word processing, and email etiquette, among a variety of other technological skills.
Units 1. Grammar Skills and Application a. Parts of Speech b. Sentence Parts c. Sentence Structure and Sentence Types d. Mechanics (Punctuation and Capitalization) 2. Vocabulary a. Words from literature and vocabulary study 3. Literature a. Fish in a Tree (Summer Reading) b. Where the Red Fern Grows by Wilson Rawls c. The Island on Bird Street by Uri Orlev d. A Single Shard by Linda Sue Park 4. Writing a. Diary and Journal Entries b. Friendly Letter/Business Letter c. Paragraph Structure/Paragraph Project d. Narrative e. Literary analysis f. Five-paragraph essays (persuasive and expository) Textbooks and Resources The English Grammar Workbook for Grades 6, 7, and 8 Zephros Press IXL online Daily Grammar Practice, Dawn Burnette, 2003 Where the Red Fern Grows, Wilson Rawls, 1961 Cover-Up, John Feinstein, 2008 The Island on Bird Street, Uri Orlev, 1981 Fish in a Tree, Lynda Mullaly Hunt, 2015 A Single Shard, Linda Sue Park, 2001 Updated January 2021
Reading Strategies 6 Course Description Sixth grade students who have a demonstrated need to develop fluency, comprehension, and vocabulary skills are enrolled in a yearlong reading class. The goal of this class is to support students in improving each of these critical reading skills. Essential Questions 1. How does the author’s use of craft impact meaning? 2. How do I draw meaning and understanding from a given text? 3. How do I summarize the main ideas in an informational text, capturing the most important parts of the piece? 4. Which test/study strategies help me perform my best? 5. How do I engage with the text to maximize comprehension? 6. How does citing examples of concepts in a text strengthen my comprehension and writing? 7. How do I use contextual clues and affixes/root words to decipher word meanings? 8. Which organizational strategies help me perform my best? 9. How do experience and personality influence my interpretation of the text? 10. How are various texts organized and how does the structure enhance reader comprehension? Assessment (i.e. How do we know that students have reached the benchmarks below?) 1. Discussion 2. Assessments 3. Classwork and homework 4. Activities and collaborative work
Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will be able to identify figurative language in a text and understand how the craft enhances comprehension. 2. Students will be able to read a text critically and annotate for comprehension. 3. Students will be able to identify the main idea and supporting details of a text. 4. Students will be able to use context clues, decoding skills, and knowledge of affixes to decipher the meaning of unknown vocabulary words. 5. Students will be able to use active reading strategies to enhance comprehension. 6. Students will be able to cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. 7. Students will be able to distinguish an author’s purpose in a text. 8. Students will be able to identify text structures. 9. Students will be able to distinguish between fact and opinion. Units 1. 2. 3. 4. 5. 6. 7. 8.
Word Study Comprehension Active reading strategies Test taking, organization, and study strategies Independent reading Main idea and summarizing Text structures Fact and opinion
Textbooks and Resources Course work comes from various sources. Student core class texts will be used whenever appropriate. Updated August 2021
English 7 Course Description The emphasis of seventh grade English is the communication of ideas through written and oral expression. This course integrates the study of writing, literature, grammar, and vocabulary. The writing curriculum focuses on the further development of multi-paragraph essays for the critical discussion of literature, description, narration, and research. Through the writing process and a study of the six traits of writing, students will learn various revision strategies and techniques to produce more clearly written communication. The literature program provides an opportunity for students to develop an appreciation for both classic and contemporary texts. Through the reading of a variety of literary genres, students will explore more complex and abstract ideas while learning to express and defend their own thoughts in class discussions and prepared written responses. Supporting both the writing and literature programs are the grammar and vocabulary strands that run throughout the year. Grammar instruction builds upon prior study, and students are expected to apply more complex concepts to enhance their own writing. The vocabulary program is used to support reading comprehension and precise communication. Essential Questions 1. How do genre and literary elements provide a framework for understanding, analyzing, and interpreting literature? 2. What role does a reader’s unique perspective play in understanding the writer’s message? 3. How does the writing process and the careful attention to the essential traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions) enhance written communication? 4. How does a clear thesis and detailed support guide writers to communicate clearly? 5. How does the understanding and application of capitalization, spelling, punctuation, and grammar fundamentals enhance reading and communication? 6. How does knowledge of words and their nuances contribute to the understanding of reading comprehension and effective communication? 7. How can reading through a lens of empathy deepen our understanding of not only the characters and setting within the book but our own complex and interdependent world?
Assessment (i.e. How do we know that students have reached the benchmarks below?) ● Formative Assessments ● Summative Assessments ○ Reading Checks ○ Unit Tests ○ Research and design projects ○ Semester exam ● Graded writing assignments ○ Literary Analysis ○ Creative ○ Informative Sample Assessment: The Little Prince and The Pearl This assessment functions as both a summative work for The Little Prince and an introductory work for The Pearl. ● Students will explore the concepts of fable and allegory through creative writing. ● Students will focus on the portion of the text where the author conveys perceived flaws in “grownups” through the use of allegorical characters (the conceited man, the businessman, the king, etc.). ● Students will then generate an allegorical figure of their own and write a story that uses the same types of language and symbolism that Saint-Exupery makes use of. ● At the end of the unit on The Pearl, students will complete a reflection in which they discuss how their Little Prince project informed or otherwise improved their study of The Pearl. ● With an emphasis on creativity and critical thinking, this project will allow students to effectively reflect on their own personal values and societal values as well. Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will use their knowledge of literary and figurative language to analyze a variety of literary genres. 2. Students will express and support their opinions both orally and in writing. 3. Students will recognize a writer’s message through their understanding of the literary elements. 4. Students will develop an understanding of the six traits of writing. 5. Students will craft an effective composition by writing a well-defined thesis statement that guides the development of detailed support. 6. Students will apply rules regarding parts of speech, fragments, capitalization, sentence structure, punctuation, and mechanics. 7. Students will be able to recognize and correct mechanical errors in their own writing and the writing of others. 8. Students will learn new words and use them in their oral and written communication.
Units 1. Grammar Fundamentals a. Parts of Speech b. Commonly confused words c. Sentence Parts d. Phrases and Clauses e. Mechanics (Punctuation, Capitalization, and Spelling) f. Proofreading 2. Vocabulary a. Membean online differentiated practice 3. Literature a. Summer reading: Wednesday Wars by Gary Schmidt b. Refugee by Alan Gratz c. Little Worlds: A Collection of Short Stories for the Middle School Reader by Peter Guthrie and Mary Page d. The Outsiders by S. E. Hinton e. Poetry f. The Little Prince by Antoine de Saint-Exupéry g. The Pearl by John Steinbeck h. Book club choice 4. Writing Process a. Poetry b. Literary analysis c. Paragraph writing d. Five paragraph essays (literary analysis) e. Creative writing f. Figurative language and sensory details g. The Six Traits of Writing h. Writing workshop Textbooks and Resources ● Refugee Alan Gratz ● The Outsiders S. E. Hinton ● Little Worlds Peter Guthrie & Mary Page ● The Little Prince Antoine de Saint-Exupéry ● The Pearl John Steinbeck
Updated January 2021
Reading Strategies 7 Course Description Seventh grade students who have a demonstrated need to develop fluency, comprehension, and vocabulary skills are enrolled in a yearlong reading class. The goal of this class is to support students in improving each of these critical reading skills as well as continue to help students develop strong executive functioning habits. Essential Questions 1. Which comprehension skills help me fully understand a text? 2. How does my knowledge of affixes, base words, root words, and context clues help me decipher the meaning of a word? 3. Which test, study and organizational strategies help me perform my best? 4. How might being able to recognize literary features and text structures help me understand and appreciate literature? 5. How does recognizing each component of a plot structure affect my comprehension of the text? 6. How does an author’s purpose influence decisions made while writing and inferences made when reading? 7. How does citing examples of concepts in a text strengthen my comprehension? 8. How does my personal response and connection to literature contribute to understanding? Assessment (i.e. How do we know that students have reached the benchmarks below?) 1. Discussion 2. Assessments 3. Classwork and homework 4. Activities and collaborative work
Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will be able to identify enjoyable genres and novels according to their personal preference. 2. Students will be able to draw conclusions in a given text. 3. Students will be able to identify the main idea and supporting details of a text. 4. Students will be able to use decoding skills, context clues, and knowledge of affixes to decipher the meaning of unknown vocabulary words. 5. Students will be able to actively read a text critically and annotate for comprehension. 6. Students will be able to make inferences in a given text. 7. Students will be able to distinguish an author’s purpose in a text. 8. Students will be able to distinguish the structure of a text. 9. Students will be able to distinguish between fact and opinion. 10. Students will be able to analyze and recognize the relationship that exists between two things in order to solve standard analogy problems (analogies). Units 1. 2. 3. 4. 5. 6.
Word Study Comprehension and active reading strategies Test taking, organization, and study strategies Independent reading Inferencing and drawing conclusions Main idea and summarizing
Textbooks and Resources Course work comes from various sources. Student core class texts will be used whenever appropriate. Updated August 2021
English 8 Course Description In eighth grade English, students continue to develop their skills in grammar, composition, literature study, reading comprehension, and vocabulary as they are introduced to more complex concepts in these areas. The emphasis of the course is the written and oral communication of ideas. Writing assignments stem from personal experiences as well as literature and the questions that it raises. Writing instruction helps students to build skills and strategies for all parts of the writing process, which includes prewriting, writing, conferencing, and revision. Students expand and refine their knowledge of the traits of good writing (organization, support, word choice, mechanics, sentence structure, and overall development) as they write creative pieces as well as paragraphs and essays, with a focus on literary analysis. Grammar instruction is incorporated into daily writing practice, and it addresses more complex concepts such as phrases, clauses, sentence structure, and common writing errors. The goal of grammar instruction is for students to use concepts correctly, confidently, and artfully in their own writing. Through their study of literature, students develop critical thinking skills as well as reading comprehension skills, and they build on their previous knowledge of literary elements as they are encouraged to develop and defend original interpretations of class texts. Students examine literature from a variety of genres, including novels, plays, poetry, and self-selected texts. Independent vocabulary study encourages love of language as well as precise communication.
Essential Questions 1. How do genre and literary elements provide a framework for understanding, analyzing, and interpreting literature? 2. How does literature reflect life? 3. How are universal themes revealed in literature and connected to our lives and the lives of others? 4. How do the writing process and the careful attention to essential traits of writing (organization, support, word choice, mechanics, sentence structure, and overall development) enhance written communication? 5. How do writing and literature help you to learn about yourself? 6. How do knowledge of grammar and the study of words enhance reading and communication?
Assessment (i.e. How do we know that students have reached the benchmarks below?) 1. Quizzes and tests 2. Short, analytical written pieces 3. Creative pieces inviting students to consider aspects of their identities and values 4. Essays 5. Stranded! Project 6. Ongoing informal assessments 7. Peer assessment and feedback 8. Oral presentations 9. Student reflections 10. Semester exam Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will become more effective communicators in both writing and speaking. They will state original claims and ideas clearly and provide logical support for those ideas. They will engage in spirited and fruitful shared inquiry discussions. 2. Students will read thoughtfully and critically. They will analyze and dig deep to gain an appreciation for the core texts of the course not only as works of literary art but also as contributions to human discourse that can provide powerful insights and pose unique questions for thoughtful readers. 3. Students will take creative risks in their writing and thinking. Creativity is not a gift given to some but not others. We are all creative! This course will demand that students tap into their own creativity as they express themselves in writing and other avenues. 4. Students will build their personal vocabularies through a study of classical roots, prefixes, and suffixes, as well as a collection of personal vocabulary words to be used in both writing and speaking. 5. Students will engage in a daily study of grammatical concepts which has as its sole aim to improve writing. They will learn new concepts and apply previously learned material to better understand our language and to use it artfully and effectively. Units 1. Literature (themes, craft, critical analysis, connections) a. Summer Reading: Edge of Nowhere by George Smelcer b. Selected short stories and poetry c. Self-selected science fiction novel for literature circles d. Self-selected novel in verse for literature circles e. Trouble by Gary Schmidt f. Romeo and Juliet by William Shakespeare
2. Writing (process, techniques, production, analysis) a. Memoir b. Stranded! Project: interdisciplinary and collaborative project with opportunities and instruction in creative writing c. Literary Analysis writing: i. Claim-Evidence-Interpretation model for literary analysis writing ii. Developing a thesis iii. Supporting ideas with evidence from the text iv. Elaborating and interpreting on ideas d. Research based writing e. Personal essay f. Journal and timed writing practice 3. Daily Artful Writing and Grammar (DAWG) a. Daily practice in grammar to enhance written communication b. Sentence structure: simple, compound, complex c. Phrases: prepositional, participial, absolute, infinitive, appositive d. Clauses: independent; adjective, adverb, noun dependent e. Punctuation: commas, semicolons, colons, apostrophes, quotation marks, hyphen, dash f. Usage: verb tense consistency, pronoun usage, agreement 4. Vocabulary (learn and integrate new words into oral and written communication) a. Word parts (roots, prefixes, suffixes) b. Individualized vocabulary instruction Textbooks and Resources 1. 2. 3. 4. 5. 6. 7.
Lovett Middle School Writing Handbook website Edge of Nowhere, John Smelcer, Leapfrog Press, 2014 Trouble, Gary Schmidt, Graphia, 2008 Romeo and Juliet, William Shakespeare, Cambridge University Press Little Worlds, Peter Guthrie and Mary Page, eds., Wayside Publishing Teacher created/selected materials Membean, online digital vocabulary program
Updated January 2021
Advanced English 8 Course Description This course is designed for students with a demonstrated passion for writing and reading literature. Students will have the opportunity to move beyond the regular 8th grade English curriculum to a higher and more challenging level of thinking, discussing, and writing. Throughout the course, students will… ● Engage in dynamic, inquiry-based examination of literature. ● Develop and defend compelling arguments about literature through writing and speaking. ● Produce a project exploring a topic ignited by student passion. ● Strengthen understanding of grammar to more effectively express ideas. In addition, students will complete the entire English 8 curriculum in writing, literature, grammar, and vocabulary. Essential Questions 1. How do genre and literary elements provide a framework for understanding, analyzing, and interpreting literature? 2. How does literature reflect life? 3. How are universal themes revealed in literature and connected to our lives and the lives of others? 4. How do the writing process and the careful attention to essential traits of writing (organization, support, word choice, mechanics, sentence structure, and overall development) enhance written communication? 5. How do knowledge of grammar and the study of words enhance reading and communication? 6. How can you follow your personal passions while helping others? Assessment (i.e. How do we know that students have reached the benchmarks below?) 1. Quizzes and tests 2. Short, analytical written pieces 3. Creative pieces inviting students to consider aspects of their identities and values 4. Essays 5. Interdisciplinary project: Stranded! Project 6. Ongoing informal assessments 7. Peer assessment and feedback 8. Student-teacher writing conferences 9. Student reflections 10. Semester exam
Skills Benchmarks (i.e. What is it that we expect them to learn?) 1. Students will become more effective communicators in both writing and speaking. They will state original claims and ideas clearly and provide logical support for those ideas. They will engage in spirited and fruitful shared inquiry discussions. 2. Students will read thoughtfully and critically. They will analyze and dig deep to gain an appreciation for the core texts of the course not only as works of literary art but also as contributions to human discourse that can provide powerful insights and pose unique questions for thoughtful readers. 3. Students will take creative risks in their writing and thinking. Creativity is not a gift given to some but not others. We are all creative! This course will demand that students tap into their own creativity as they express themselves in writing and other avenues. 4. Students will build their personal vocabularies through a study of classical roots, prefixes, and suffixes, as well as a collection of personal vocabulary words to be used in both writing and speaking. 5. Students will engage in a daily study of grammatical concepts which has as its sole aim to improve writing. They will learn new concepts and apply previously learned material to better understand our language and to use it artfully and effectively. Units 1. Literature (themes, craft, critical analysis, connections) a. Summer Reading: Short stories from Little Worlds b. Selected short stories and poetry c. Self-selected dystopian novel for literature circles d. Self-selected novel in verse for literature circles e. Romeo and Juliet by William Shakespeare
2. Writing (process, techniques, production, analysis) a. Memoir Unit i. Developing a narrative structure that fits purpose ii. Crafting a lead iii. Providing specific sensory details iv. Developing personal writing voice b. Literary Analysis writing: i. Claim-Evidence-Interpretation model for literary analysis writing ii. Developing a thesis iii. Supporting ideas with evidence from the text iv. Elaborating and interpreting on ideas c. Stranded! Project: interdisciplinary and collaborative project with opportunities and instruction in expository and creative writing d. Journal and timed writing practice 3. Grammar, Usage, and Mechanics a. Regular practice in grammar to enhance written communication b. Sentence structure: simple, compound, complex, compound-complex c. Phrases: prepositional, participial, absolute, infinitive, appositive d. Clauses: independent; adjective, adverb, noun dependent e. Punctuation: commas, semicolons, colons, apostrophes, quotation marks f. Usage: verb tense consistency, pronoun usage, agreement 4. Vocabulary (learn and integrate new words into oral and written communication) a. Word parts (roots, prefixes, suffixes) b. Individualized vocabulary instruction Textbooks and Resources 1. Lovett Middle School Writing Handbook website 2. Romeo and Juliet, William Shakespeare, Cambridge University Press 3. Little Worlds, Peter Guthrie and Mary Page, eds., Wayside Publishing 4. Teacher created/selected materials 5. Membean, online digital vocabulary program
Updated January 2021