7th Grade Language Arts
Unit 1: Historical Fiction
Students will learn how to read and analyze the genre of historical fiction while engaging in discussion and writing about reading.
As a culminating activity, students will research and write a their own narratives based upon a conflict in history.
Unit 2: Nonfiction Reading and Argument Writing
Students will learn how to approach multimedia nonfiction texts in order to determine the author's purpose and bias.
Students get to choose a topic of interest, research both sides of the issue, and present their findings to their peers while keeping within the argument structure.
Unit 3: Dystopian Reading and Literary Analysis
Students will learn how to read and analyze the genre of dystopian literature while engaging in discussion and writing about reading.
Using a class text and their own personal choice reading, students will compare and contrast the two dystopian novels by writing a compare/contrast literary analysis essay.
Unit 4: Poetry Reading and Writing
At the beginning of this unit, students will review some of the skills they have learned through the school year in preparation for state testing.
Students will learn how to read and analyze poetry while identifying the poets use of figurative language, sound devices and structure.
Students will write a variety of poems to convey a deeper message, and they will present their original poetry to classmates while incorporating poetic devices.
In each unit, students will also learn grammar and vocabulary.
8th Grade Language Arts
UNIT 1: The Art of Narrative
In this unit, there are three main strands that tie together in a culminating task. The strands are: 1) an inquiry into the art of story writing; 2) reading as a writer and writing as a reader; 3) whole-class, small-group, and independent novel reading to support strands 1 and 2. Students will apply what they have learned by accurately comprehending & perceptively analyzing literature and by producing an original narrative in a genre of choice (e.g., narrative poetry, flash fiction, feature story).
UNIT 2: Literary Analysis
Students will elevate their analytical reading and writing skills in three primary ways: 1) a genre analysis of ‘literary analysis writing’; 2) a deep reading of classic literature, including Steinbeck’s The Pearl; 3) writing short and long analytical responses to literary questions. Ultimately, students will apply what they have learned by writing a formal literary analysis essay on a work of short fiction.
Unit 3: Comparative Analysis and Argumentation
After learning how to analyze a single text, students will expand the breadth and increase the depth of their ability to find meaning through comparing two or more texts. Since opinion, or persuasion, involves gathering information from multiple sources to formulate a position, argument naturally follows the comparative analysis work. Like comparing, arguing is a ubiquitous strategy used in academia and in life so that we can advance what we believe anf learn different perspectives.
Unit 4: Genre Analysis and Multigenre Writing
The fourth marking period is devoted to the Research-Based Multi-Genre Writing Project, a culmination of the previous three units' study. Here, students select a topic/theme of personal interest in order to deliver a message that carries personal importance. Students examine and compare professional writers' work in various genres, developing a deeper understanding of how to independently create their own. Ultimately, they produce a project that delivers a cohesive, engaging, highly compelling message that resonates deeply with who they are.
Each unit incorporates Personal Choice Reading (PCR), a program that requires students to choose from a wide selection of texts, sometimes with a partner or small group, and reading them independently. PCR is designed to both foster a love of reading and its accompanying assignments are designed to strengthen applicability skills. In addition, students continue to receive specific instruction in grammar and vocabulary.
English 9 Honors Placement Testing & Requirements
PRE-ASSESSMENT RATIONALE
In order to properly place students in their freshman year, pre-assessments for both ELA and Social Studies will be given to all current 8th-grade students at the start of the second semester. These assessments will take place in the student’s current ELA and Social Studies classes and are required for all students.
For students interested in potential placement in an honors course, these assessments will serve as a mandatory data point that will inform placement in both ELA 9 and World Studies. For those students who are not interested in honors placement, the results of these assessments will be utilized by the 9th-grade teachers to inform their instruction and plan lessons designed to meet each student's specific needs best.
Both the ELA and Social Studies assessments are intended to measure critical thinking in context. The Social Studies assessment involves various types of readings and charts, and the ELA assessment involves three types of readings: fiction, nonfiction, and poetry. All questions are multiple-choice on both assessments.
TESTING DATES
Testing will take place each year at the beginning of the second semester, typically the first week of February. Dates may shift due to inclement weather or other unforeseen schedule changes.
Projected testing dates for the 25-26 school year are:
ELA: 2/9/26 and 2/10/26
Social Studies: 2/11/26 and 2/12/26
Make-Up Date: 2/18/26
PREREQUISITES FOR ELA and SOCIAL STUDIES 9 HONORS
For students interested in placement in an honors-level course for ELA and/or Social Studies, the prerequisites are as follows:
English Literature and Composition 9 Honors
93% average for Marking Periods 1 & 2 in 8th grade Language Arts;
A score of Advanced on the ELA 9 pre-assessment administered to all 8th grade students in their current 8th grade ELA class at the start of the second semester.
World Studies Honors
93% average for Marking Periods 1 & 2 in 8th grade Social Studies;
93% average for Marking Periods 1 & 2 in 8th grade Language Arts;
A score of Advanced on both the World Studies and ELA 9 pre-assessments administered to all 8th-grade students in their current 8th-grade ELA and Social Studies classes at the start of the second semester.
THE WAIVER PROCESS
Eligibility
Students who do not meet the prerequisites as stated above but who are still interested in placement in an honors level course may complete the waiver process if:
the student’s average for Marking Periods 1 & 2 in 8th grade Language Arts is at least 90% (required for both ELA and World Studies Honors consideration);
the student’s average for Marking Periods 1 & 2 in 8th grade Social Studies is at least 90% (required for World Studies Honors consideration only);
the student’s score on the ELA 9 pre-assessment is at least 70% (required for both ELA and World Studies Honors consideration);
the student’s score on the Social Studies 9 pre-assessment is at least 70% (required for World Studies Honors consideration only).
Students who meet the criteria for waiver eligibility as stated above may submit a waiver application for possible consideration of placement in the honors level course. The waiver process is as follows:
Eligible students receive a link to the waiver application (Google Form) via their MTSD email account from the MHS supervisor (early April)
Student completes and submits the waiver application (Google Form) by the stated deadline (approximately 2-3 weeks after distribution of application)
MHS supervisors review waiver applications for possible approval. Additional data will be considered in the decision-making process, including:
Final MP3 grade in ELA 8 and/or Social Studies 8 as appropriate;
Performance on MP3 Performance Assessments in ELA 8 and/or Social Studies 8 as appropriate;
Performance on MP3 Summative Assessments in ELA 8 and/or Social Studies 8 as appropriate;
Performance on the most recent NJSLA in the areas of Reading-Informational Texts, Vocabulary, and Writing-Expression
MHS guidance counselors update student course selection in Genesis, if applicable, for the student to view. Please note that if the student’s course selection is not changed at that time, their application was not approved and they should proceed with summer assignments for the CP course(s), if applicable.
A NOTE ABOUT MEETING PREREQUISITES AND MAINTAINING ELIGIBILITY: PLEASE READ CAREFULLY:
Students must meet the course prerequisite at the time of course selection in order to enroll in a given course and must continue to meet the prerequisite through the remainder of the current school year in order to remain eligible for the course. The same expectation will be applied to students who are granted waivers into a given course. Student’s average must not fall below their average at the time of waiver approval for the remainder of the current school year to remain eligible for a given course. If a student fails to maintain the expected average for a course by the end of the current school year, they will be removed from enrollment in the course.