Language Arts Update: May 2026
Grade 6 (Cilla)
Sixth graders are wrapping up two units this month, both of which they began in February. For the first—a story arc map—they chose a fiction novel and identified the Exposition: the early part of the novel that delineates the who, where, and when of the story’s world
Following this, they arrived at the Main Conflict, the problem or problems that propel the plot forward. Not all novels fit tidily into a story arc. I enjoyed listening to students debate which plot thread should count as the main conflict. Often there are two: a psychological challenge and an exterior obstacle which must both be overcome or defeated. Many students read long books for this project, so charting the Rising Action felt very much like the long haul up the story mountain represented on their plot map. We learned that the Climax often arrives in the 11th hour, and sometimes in the final chapter, especially for novels written recently and for novels with sequels. When students reached the Resolution and proofread and edited their paragraphs last week, they began arranging the elements on a poster. I will hang story arc posters in the hall in the last days of school so we can all enjoy them.
We are also wrapping up literary essays this month for the novel One Crazy Summer. As students revise their final draft, they are making necessary adjustments to their thesis statement, and expanding their analysis. I appreciate the sense of satisfaction that arises in the writing process as they clarify their thinking and contemplate the implications of a powerful insight. For many 6th graders this is the first time they’ve composed a literary analysis essay. In the years ahead they will have many more opportunities to practice these critical thinking and writing skills.
Grade 7 (Lisa)
We are beginning our wrap-up of seventh-grade language arts. I’m looking forward to having this crew back as eighth-graders next fall! They are a fun and creative bunch.
I hope you’ve had a chance to appreciate some of that creativity by reading their original poems inspired by Taffeta Chime’s poem “Skateboarders.” You can find them posted in the hallway past the science room. The students’ goal was to capture the feeling of an activity they genuinely enjoy while helping readers experience that moment alongside them. As they drafted and revised, students focused on using strong, specific verbs, sensory details, and figurative language to create mood and make their writing more vivid and engaging. We also discussed how poems are meant to have a special kind of emotional connection with their audience. Read what they wrote and see if you can intuit what sort of emotional experience they wanted listeners to have when reading their work.
We are finishing the year with an all-class novel: Donna Barba Higuera’s The Last Cuentista. As we read, students are practicing close reading strategies centered around noticing “signpost” moments in a text that signal important character development, conflict, or theme. When students identify these signposts, they are learning to pause and ask what the author is doing in that moment. These moments help readers slow down, make predictions, ask questions, and think more deeply about what the author may be communicating beneath the surface of the story. This ability to ask questions of a text and respond based on inferences made through close reading will be an important skill used next year.
Our study of The Last Cuentista also introduces students to the dystopian genre. The novel gives opportunities to have thoughtful conversations about power, who has it, and how people might respond to it, individuality, storytelling, and the importance of knowing and understanding our history, even when that history is difficult or uncomfortable. Students are doing thoughtful work as readers and writers, and I’ve especially appreciated the curiosity and insight they’ve brought to our class discussions so far this spring.
Grade 8 (Lisa)
As our oldest students come to the end of middle school, eighth-graders have engaged in writing projects that ask them to reflect more deeply on their Explorer West experience and what they want to remember from their time with this special community.
Students recently completed their Rome travel memoirs, a project that challenged them to move beyond simply recounting events and instead craft engaging narratives grounded in reflection, vivid detail, and purposeful storytelling. Throughout the process, students practiced balancing honest personal expression with the needs of their readers, considering how to make their experiences meaningful and accessible to an audience of people who did not travel with them but who are very interested in their stories. We continued our focus on “show, don’t tell” writing techniques, sensory detail, and thinking carefully about what they wanted their reader to feel or learn in reading their narrative. Check out their work outside the language arts room, along with some fun photos of their adventures.
Students turned in their commencement speeches last Friday. This assignment invited them to think carefully about voice, purpose, and occasion. Students reflected on their experiences in middle school, the challenges and growth they have witnessed in themselves and their peers, and the messages they hope to carry forward into high school and beyond. One of our central conversations throughout this project was how writers can remain true to themselves while also honoring the audience and moment for which they are writing. Students worked thoughtfully to balance humor, sincerity, honesty, and encouragement in ways appropriate for a commencement setting.
It has been such a pleasure to watch these students grow not only as writers and readers, but also as thoughtful communicators. They are increasingly aware of the power and responsibility that comes with sharing their stories, as well as listening to the perspectives of others. It is my hope that all students leave Explorer West knowing that their voice is important and deserves to be heard. They are delightful folks and are ready to tackle the challenges of high school. I wish them well!