The sixth grade Language Arts Literacy Curriculum is grounded in the New Jersey Student Learning Standards. The Standards form the basis for units of study in reading and in writing.Students are taught in the context of the whole class, as well as in small group guided reading lessons. Small group work in writing takes place in needs-based strategy groups. Word study continues with a focus on vocabulary development, which is taught in reading. Grammar and conventions are taught in writing class. Technology plays an integral role in all aspects of literacy instruction.
In reading,students start the year by developing a strong independent reading life where they will respond to texts in writing and in discussion formats. Subsequent fiction units of study focus on analytical and critical thinking about all elements of literature, especially how authors develop characters and reveal theme. Information units of study develop reading strategies students need to understand nonfiction texts on the literal, inferential, and critical levels. Book clubs discussion groups foster deeper comprehension and text analysis. Two units of study focus on genre- biography and historical fiction. Thinking is elevated as students take on various perspectives of characters who experience trying times in a historical context that precedes the life and times of the students. Inferential and critical comprehension are driven to new levels.
In writing, the year opens with a unit of study in narrative writing. This unit emphasizes building writing stamina and elevating the elements of powerful narrative writing that were introduced in previous years. Students then focus on composing literary essays. This unit is designed for students to use the insights they gain from a close reading of short stories to write both character-based and theme-based essays. The unit emphasizes creating evidence-based claims and supporting these claims with appropriate text details. Attention then turns toward information, or nonfiction, writing. Students learn various strategies for efficient and effective note-taking and for gathering relevant information from multiple sources. Students learn to organize their notes in order to develop their topic with relevant facts, definitions, concrete details, quotations, and other information and examples. The year concluded as it began with a focus on narrative writing, This time, students write their own historical fiction texts. Strategies include character development techniques such as dialogue, internal thinking, and precise actions, incorporating setting details to develop critical parts of the story, and writing to reveal theme- all while staying true to a time period in history.
New Jersey Student Learning Standards for Language Arts
Memorial Middle School: Grades 7-8
The middle school Language Arts Literacy Curriculum is grounded in the New Jersey Student Learning Standards. The Standards form the basis for units of study in reading and in writing.Students are taught in the context of the whole class, as well as in small needs-based strategy groups. Word study continues with a focus on vocabulary development, as understood through Greek and Latin roots. Grammar and conventions are taught in the context of writing. Technology plays an integral role in all aspects of literacy instruction.
New Jersey Student Learning Standards for Language Arts
7th Grade Language Arts Literacy
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Unit of Study
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Description
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Orientation & Launching 7th Grade ELA
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This unit introduces students to the routines and procedures that will structure LAL instruction over the course of the school year. The unit builds on students' previous experiences of learning in a workshop model and guides them to transition to a different context where reading and writing are taught in a more blended manner and independent reading plays a major role. Therefore, time is devoted to establishing independent reading expectations that include keeping a reading log, responding in writing, and how to prepare for regularly scheduled check-ins.
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Short Story with Literary Analysis & Essay
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The purpose of the unit is to teach students how to deeply comprehend texts on three levels: literally (“within the text”); inferentially (“beyond the text”) and analytically (“about the text”). Students are taught to use close reading strategies that focus on specific elements of author’s craft in order to form theories about characterization, plot development, and theme.The teaching also focuses on instructing students how to put that deep comprehension into a written response. To prepare to write a literary essay, students engage in close-reading and note-taking, as well as learn different ways to express and to explain their thinking. Students then “write long” on their observations about character, theme, symbolism, and other literary elements. Students compose, revise, edit, and publish a well-organized essay that includes a clear thesis statement regarding author’s craft, supporting evidence, and analysis.
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Genocide Awareness
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This unit is a researched-based reading and writing unit that immerses students in the study of genocide- Cambodia, Darfur, Rwanda and the Holocaust. This unit focuses on areas of research such as previewing sources with text features, note taking, paraphrasing. Students discern various forms of text structure and identify appropriate structures for different types of content. Students learn how to cite their sources, another important research skill. They search for appropriate aids to complement their writing and produce a piece that demonstrates knowledge of all the aspects of sound of research.
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Writing Realistic Fiction
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This unit opens with teaching students to see “fictional possibilities” from moments that happen in their real lives. The work focuses on character development and writing scenes that are vivid to the reader. Students learn character-developing techniques-such as exploring character motivations and obstacles, their quirks and their passions, their internal and external lives. Students follow a story arc to structure their narrative and to self-check that their story structure “holds” throughout the piece. Student writers write from small moments, add dialogue and character actions that convey traits and motivation. They learn to write engaging endings. Final editing brings the piece to publication-ready to share.
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Deepening Comprehension through Literature Circles
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The number one purpose of literature circles is for students to engage in meaningful discussions that are rooted in their chosen books, but are not confined by them. In this unit, students use the Notice & Note strategies to discover key parts of their novels that are worthy of discussion. They use discussion supports to help them talk more deeply about the characters and plots in their stories. Moreover, we want the students to apply all they have learned across the year about narrative text and use that knowledge to further develop their ability to comprehend, especially at the inferential and critical levels. The texts, which are selected by the students, offer opportunity for learners to hone their voices, continue to carve out their ideas and thoughts about the world, and to learn strategies to effectively communicate their thinking.
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8th Grade Language Arts Literacy
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Unit of Study
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Description
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Orientation & Launching 8th Grade ELA
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This unit aims to introduce students to the procedures, tools, and expectations of 8th grade English Language Arts. Students will work to establish connections between texts, to use their prior knowledge and experience, and will form habits for written expression. Time is devoted to establishing independent reading expectations that include keeping a reading log, responding in writing, and how to prepare for regularly scheduled check-ins. Students engage in activities that reference their summer reading. By engaging in these collegial activities, students become acquainted with books others have read in hopes that they, too, are motivated to widen the scope of their reading. This helps to get independent reading off to a strong start.
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Deepening Comprehension & Literary Essay
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This unit is designed to elevate reading ability through Notice and Note Strategies and comprehension strategies good readers use. Students will learn to analyze literary elements at a deeper level, including symbolism, foreshadowing, and how authors convey theme. Throughout the unit, students will learn to analyze various forms of literature through written expression. They will use all of this knowledge to write a literary essay on theme at the end of the unit.
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Narrative Elements of Voice and Personal Essay
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This unit is designed to teach skills that increase the complexity of student writing through a variety of writing techniques. The work focuses on narrative elements that include diction, connotation, denotation, tone, and imagery. Students learn how to use writing strategies to embed these narrative elements into their pieces in order to make their piece more meaningful for their reader. Students make decisions about their “craft moves” that are purposeful, taking their reader on a journey rich with vivid description and underlying meaning. Final editing brings the piece to publication-ready to share.The overarching goal is for students to learn how to highlight the central ideas they want readers to draw from their text and to do that work with skill and finesse.
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Literature Circles- Topics of Social Injustice
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The number one purpose of literature circles is for students to engage in meaningful discussions that are rooted in their chosen books, but are not confined by them. In this unit, students use discussion supports to help them talk more deeply about the characters and plots in their stories. They synthesize their understanding of multiple texts, of both print and non-print forms, to make connections and to develop big ideas. They are called on to apply all they have learned about narrative text to further develop their ability to comprehend, especially at the inferential and critical levels. Moreover, students are guided to ponder the social issues addressed in their texts of choice. They stretch their ability to comprehend, to go beyond the book, by thinking about the world and the role they play in bringing social justice to it. Students learn to hone their voices, continue to carve out their ideas and thoughts about the world, and learn strategies to effectively communicate their thinking.
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