English - Concord Middle School

Welcome to the English Department

At the Concord Middle School English Department, we strive to develop students' abilities in reading comprehension, critical thinking, clear expression in speech and writing, and attentive listening. Recognizing that students progress at different rates, we tailor our instruction to meet each student's unique pace. Our goal is to equip students with essential skills for acquiring and communicating knowledge, engaging in higher-level thinking, and solving problems effectively.

Through writing and the study of literature, students will not only enhance their creativity but also learn to appreciate the artistic efforts of others. They will develop an aesthetic sense and learn to value both their own cultural heritage and that of others. Literature allows students to explore universal themes, recognizing both the differences that separate people and the commonalities that unite them.

English classes at Concord Middle School are heterogeneously grouped, providing a range of activities suited to varying abilities within a typical class size of twenty to twenty-four students. We are dedicated to the writing process approach, which includes prewriting, drafting, revising, and editing, to foster effective writing skills.

Faculty

Mary Almeida

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Alyssa Bigay

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Sarah Bullwinkel

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Jennifer Coty

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Katherine Curran

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Daniel Keller

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Laura Regis

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Brian Sheppard

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6th Grade English

English Language Arts is divided into three categories:

Literature
Composition
Language Study

The 6th grade Language Arts curriculum at Concord Middle School focuses on the following essential questions:

What does it mean to be a member of a community?
How does literature help us to develop empathy and open-mindedness as we develop integrity and create a supportive community?

LITERATURE

Throughout 6th grade students learn to read literature and interpret its layers of meaning. Students analyze: Character and character motivation; conflict and plot development; theme development; symbolism; and the importance of historical/cultural context in literature. To achieve these outcomes, 6th graders study a variety of titles throughout the year. Each title progresses in its structural complexity and literary depth. The core titles include:

Odyssey
Crash
Stargirl
Seedfolks

Students further study the elements of literature through myths, legends, and folktales. In addition, all 6th grade students are expected to do required outside reading; these independent books are assigned through English Language Arts or other content areas.

COMPOSITION

6th graders learn the characteristics of four genres of writing. They read and analyze texts of various genres as well as complete tasks to demonstrate understanding. They apply the characteristics of all types of writing in their original compositions.

Expository – literary analysis; literary response journal
Descriptive – character sketches; journal writing; setting, mood
Persuasive – persuasive letter/essay
Narrative – personal non-fiction narrative

LANGUAGE STUDY

6th graders study both conventional English as well as figurative language devices. The expectation is that students will connect these language skills to both personal composition and literature interpretation.

Grammar:

The discreet instruction of the mechanics and usage of conventional English focuses on the following: basic sentence structure; sentence variety and fluency; parts of speech (nouns, verbs, pronouns, adjectives, adverbs, conjunctions, prepositions); punctuation (commas, semi colons, colons, quotation marks); and capitalization.

Figurative Language:

Students study figurative language, learn to interpret its meaning in literature, and apply techniques in the construction of their own written work. The major devices include: simile/metaphor; personification; hyperbole; onomatopoeia; and alliteration.

Nuance of Language:

Students study how language creates mood and tone in literature and composition. They analyze imagery as well as the nuances of word choice and its importance in written language.

Vocabulary:

Students study Greek and Latin roots in addition to learning strategies to understand vocabulary in context.

7th Grade English

English Language Arts is divided into three categories:

Literature
Composition
Language Study

LITERATURE

As students extend and refine their ability to read literature and interpret its layers of meaning they: Analyze character and character motivation; conflict and plot development; theme development; symbolism; motif; parallelism; and the importance of historical/cultural context in literature. To achieve these outcomes, 7th graders study a variety of titles throughout the year. The core titles include:

A Long Walk to Water
Home of the Brave
Tangerine
Roll of Thunder Hear My Cry

Further, each trimester students must engage in independent reading, referred to as “Required Outside Reading.”

COMPOSITION

Seventh graders continue to extend and refine their writing skills across the four genres of writing by keeping a portfolio of their work. . Some assignments are initiated and completed within the classroom setting. Longer assignments require significant time outside of the classroom and require individual planning, organization, and effort.

LANGUAGE STUDY

8th Grade English

English Language Arts is divided into three categories:

Literature
Composition
Language Study

LITERATURE

The 8th grade English Language Arts curriculum at Concord Middle School focuses on the following questions:

What makes a just society?
How does the individual impact society?
What does the writer want the reader to know, understand, believe, feel?

Eighth graders study 12 Angry Men by Reginald Rose, The Giver by Lois Lowry, Animal Farm by George Orwell, and A Midsummer Night’s Dream by William Shalespeare. Further, the students select additional novels for independent small group and individual exploration. These titles include but are not limited to Anthem by Ayn Rand, Lost Horizon by James Milton, Fahrenheit 451 by Ray Bradbury, The City of Ember by Jeanne DuPrau, The Cure by Sonia Levitin, and Uglies by Scott Westerfeld. Beyond the utopian/dystopian novels, the students read numerous short stories and poems. Throughout these literature units, students write multi-paragraph analytical essays and reader’s response journals. Finally, each trimester students must engage in independent reading, referred to as “Required Outside Reading.”

COMPOSITION

The English department at Concord Middle School encourages constant, demanding, and diverse writing experiences. The students respond to open ended questions. Some assignments are initiated and completed within the classroom setting. Longer assignments require significant time outside of the classroom and result in three to five paragraphs or pages. They require individual planning, organization, and effort. The rubrics address the formulation of a thesis statement, depth of analysis, topic development, organization, identification and elaboration of support, the connection of support to thesis, transition from idea to idea as well as paragraph to paragraph, sophistication of word choice, and the clarity of sentence structure. In terms of creative writing, the students write an original short story in the second half of the year. Students must word process all written assignments and demonstrate competent editing skills for sentence clarity, spelling, punctuation, capitalization, and grammar.

LANGUAGE STUDY

Grammar instruction focuses on sentence structure and variety as well as internal punctuation, with a particular emphasis on comma use. Students also engage in ongoing, cumulative vocabulary

Developmental Language Arts (DLA)

The Developmental Language Arts Program teaches students strategies that enable them to read and respond to a variety of texts with greater understanding and appreciation. It also reviews the basics of writing and vocabulary acquisition in connection with literature, allowing students to refine their writing skills and overall understanding of language.

Grades Seven and Eight

Students in grades seven and eight who are recommended for Developmental Language Arts meet four times a week throughout the year.

Since the ability to read to learn and to communicate ideas clearly are the foundations of academic success, seventh and eighth grade students who need additional help in reading, writing, or other language skills are recommended for the developmental language arts class in place of a world language. Students learn strategies for reading fiction and non-fiction texts. They work specifically on comprehension skills, vocabulary development, and adjusting their reading to its purpose. They also practice answering comprehension as well as open-ended response questions similar to those found on the ELA MCAS. Instruction in writing is provided, especially as a support for other academic classes. The small group setting provides students with lots of opportunity to process information and ask clarifying questions so as to enhance their understanding of literature. It also allows for additional direct instruction in writing and opportunity to seek feedback on their writing. Finally, the structure of the class helps students to gain confidence as they prepare for increased participation in their other academic classes.

Evaluation

Evaluation will include a general performance grade based on the thoughtfulness, thoroughness, and accuracy of a student’s classwork; the extent to which the student accepts and acts upon constructive feedback; and the extent to which the student’s work habits demonstrate a serious approach to learning. Students will also receive a conduct grade.

Additional Resources

Book Reviews and Awards

Course Offerings

Literature/Reading

Composition

Language Study