What Makes Middle School Memorable?

At the core of the High Meadows approach is intentional curriculum design. Rather than teaching literature in isolation, English teachers collaborate across grade levels—and even disciplines—to create a cohesive, immersive experience.

In sixth and seventh grades, that means aligning English with social studies through a rotating thematic structure. One year, students focus on American literature alongside U.S. history. The next, they explore global literature in conjunction with world history.

The result is a richer, more contextual understanding of both subjects.

Students might examine the concept of the American Dream through short stories and historical fiction, then shift to global perspectives the following school year—reading Japanese poetry, magical realism, and international short stories. They compare versions of familiar narratives, like Cinderella, across cultures, analyzing how themes and archetypes evolve, depending on perspective.

“We try to match what they’re reading with what they’re learning in social studies,” Middle Years English Teacher Katie Hillestad explains. “It allows them to make those connections in a way that feels natural and meaningful.”

What truly sets the High Meadows experience apart is how literature moves beyond the page.

Instead of simply analyzing mood or theme in a classroom, students step into the world of the text—literally.

While reading Jack London’s To Build a Fire, students venture to the Upper Meadow in the cold and attempt to start a fire themselves, using only basic tools. As the story unfolds, so does their understanding—not just intellectually, but physically and emotionally.

“They all remember that story,” says Hillestad. “Because they lived it.”

This kind of experiential learning is woven throughout the curriculum. Students create tableaux, stage performances, build mini-museums, and even rewrite scenes from Shakespeare to perform outdoors. In one memorable unit, students read Little Women and then brought the story to life, learning calligraphy with quill pens and ink-stained hands like Jo March, creating recipe books inspired by the novel, and hosting a period-style gathering complete with food and games.

These moments aren’t extras—they’re essential. They transform literature into something tangible, memorable, and deeply personal.

That level of creativity is made possible by something many educators rarely experience: professional freedom.

At High Meadows, teachers are trusted to design their own curriculum within a broader framework. For Hillestad, that meant building an eighth-grade program centered on essential questions and the big ideas that students revisit and explore throughout each unit.

It’s a stark contrast to more traditional models.

“In my previous school, we were always rushing to cover state standards before a test,” she says. “Here, we still prepare students for what’s ahead, but we have the flexibility to slow down, go deeper, and follow their interests.”

That flexibility extends to students as well. Their curiosity helps shape the direction of the class. If a group becomes particularly engaged with a topic—such as dystopian fiction or Greek mythology—the curriculum can expand to meet that energy.

“Students have a voice in where we go,” she explains. “If they’re passionate about something, we make space for it.”

In eighth grade, the focus sharpens around critical thinking and personal voice. Through units on storytelling, gothic literature, and the power of words, students not only analyze texts but also develop their own identities as writers.

They read widely—from The Odyssey to Macbeth—and write extensively, culminating in a capstone research paper. Along the way, they learn how to craft arguments, understand audience, and use rhetorical strategies like ethos, pathos, and logos.

Most importantly, they learn to recognize and trust their own voice. In an era increasingly shaped by artificial intelligence, that skill has taken on new urgency.

“The ability to know who you are as a writer—that’s huge right now,” Hillestad says. “If I can recognize a student’s voice, and they can recognize it too, that’s a powerful defense against just outsourcing their thinking.”

Underlying every lesson is a simple but profound question: How do we make learning stick?

The answer, at High Meadows, is through experience.

By engaging students in hands-on, imaginative, and collaborative work, teachers help move knowledge from short-term recall to long-term memory. A vocabulary word memorized for a quiz might fade quickly—but the memory of building a fire, performing a scene, or creating something meaningful endures.

“We’re creating core memories,” says Hillestad. “That’s what makes it last.”

For educators, this immersive approach is just as transformative.

“I love coming to work,” she shares. “We get to make the most mundane things feel like magic.”

That sense of joy and purpose is palpable—and it’s part of what makes the High Meadows model so effective. When teachers are empowered, students benefit. When learning is dynamic, it becomes meaningful and memorable. And when students feel seen, heard, and inspired, they don’t just learn—they thrive.

English class at High Meadows School is not just about reading books. It allows students the opportunity to step inside them, question them, and ultimately, find their own voice within a story.

Come see English class and cross-disciplinary learning in action by scheduling your visit to High Meadows School today. You’ll have the opportunity to tour our 42-acre campus and learn what sets our educational philosophy apart. We can’t wait to meet you!