for 32 classes
8th/9th Grade Semester I ELA Reading, Writing, Grammar, and Vocabulary
Completed by 22 learners
Ages 11-15
Live Group Course
Live video meetings
2x per week, 16 weeks
3-15 learners per class
60 min
What's included
32 live meetings
32 in-class hoursHomework
2-4 hours per week. Students will have homework assignments after each class consisting of a reading assignment and a writing assignment. They will also have a creative final project, such as a one-pager, a poster, a painting, a writing, etc.Letter Grade
I send an update email letting the family and student know about their progress, current grade, and strengths.Class Experience
US Grade 7 - 10
Students will complete reading assignments outside of the class, though we will read segments together during our discussions, especially plays and poetry. In addition to reading assignments for homework, there are writing assignments, higher-level comprehension questions, and a creative final project. We will have lectures, group discussions, group work, Socratic seminars, Youtube videos, explicit grammar instruction, and vocabulary in context. I incorporate plenty of time for students to talk and ask questions, as I believe this helps them learn and retain information. I differentiate my instruction based on the learning styles and needs of individual students, including social/emotional needs and challenges. I use graphic organizers to help students manage new information and discuss options for individualized note-taking strategies. The following is a list of texts we will read and analyze, followed by a rough breakdown of the sixteen week class schedule: Play: A Raisin in the Sun by Lorraine Hansberry Poets: Emily Dickinson Billy Collins Maya Angelou Short Stories: The Necklace by Guy de Maupassant The Most Dangerous Game Novel: Fahrenheit 451 by Ray Bradbury Speech: I Have a Dream by Martin Luther King, Jr. Expository: Various non-fiction essays and articles related to the topics and themes of the literature we read ________________________________________________________________ There are two classes each week, Day A and Day B. Each class will have a homework assignment that will be reviewed at the beginning of the next class meeting. Every week there will be some sort of lecture, discussion of the current text, relevant vocabulary, an expository article/essay, and writing assignments. The two plays and novel will culminate with a Socratic Seminar as a venue for students to demonstrate their understanding of the text. We will also learn the basic structure of a five paragraph essay. Week 1~Day A: Introductions/warm-ups/discuss class schedule and expectations/discuss final project/discuss homework/Plot, Character Dev., Literary Terms/The Most Dangerous Game Day B: The Most Dangerous Game Week 2~Day A: The Most Dangerous Game Day B: Fahrenheit 451 Week 3~Day A: Fahrenheit 451 Day B: Fahrenheit 451 Week 4~Day A: Fahrenheit 451 Day B: Fahrenheit 451 Week 5 ~Day A: Socratic Seminar Fahrenheit 451 Day B: Maya Angelou/poetry Week 6 ~Day A: A Raisin in the Sun Day B: A Raisin in the Sun Week 7 ~Day A: A Raisin in the Sun Day B: A Raisin in the Sun Week 8 ~Day A: A Raisin in the Sun Day B: Socratic Seminar A Raisin in the Sun Week 9 ~Day A: Emily Dickinson/Poetry Day B: Emily Dickinson/Poetry Week 10~Day A: Persuasive Writing Introduction Day B: I Have a Dream Week 11~Day A: I Have a Dream Day B: Vocabulary Focus Week 12~Day A: The Necklace Day B: The Necklace Week 13~Day A: Essay Writing Day B: Essay Writing Week 14~Day A: Essay Writing Day B: Catch Up Day Week 15~Day A: Catch Up Day Day B: Billy Collins Poetry Week 16~Day A: Grammar/Writing Review Day B: Final Project
Learning Goals
Students will be able to:
~write a five paragraph essay
~identify the genre of a text
~identity the seven plot elements
~identify and discuss the various elements of character development
~identify tone and mood using citations from the text
~make inferences from the text using correct citations from the text
~identify various literary devices and elements and analyze their impact on the plot and character development
~identify the internal and external conflicts various characters experience
~identify and differentiate between types of conflict: man vs, man/man vs. self/man vs. nature
~write brief summaries of specific passages of the text
~compare and contrast characters in a text and in multiple texts
~identify the narrator's point of view (perspective) first, second, or third person
~identify the topic and theme of a text
~evaluate the validity of a thesis in a non-fiction text
~write essay responses to higher-level comprehension questions about a text
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with Common Core State Standards (CCSS)4 Units
32 Lessons
over 16 WeeksUnit 1: First Four Weeks
Lesson 1:
Day A: Welcome-Be Familiar with the Course
Ice Breaker, Literary Terms Review
60 mins online live lesson
Lesson 2:
Day B: The Most Dangerous Game
Intro to characters, setting, plot
60 mins online live lesson
Lesson 3:
Day A: The Most Dangerous Game
Read and analyze story and plot elements
60 mins online live lesson
Lesson 4:
Day B: Fahrenheit 451
Intro to author/story
60 mins online live lesson
Other Details
Parental Guidance
Death
Racism
Supply List
~the ability to print out various handouts provided by teacher, or student may draw/write/copy the handouts (graphic organizers) on their own paper ~highlighter/pencil for annotating (or familiarity with digital annotation tools if using digital copy of text) ~notebook for taking notes (or digital method of note-taking) ~misc. items as needed based on student's choice for final project (poster board, markers, other art supplies)
External Resources
In addition to the Outschool classroom, this class uses:
Sources
Students will need a hard copy, or digital copy, of the texts listed above to read and annotate. I will give students digital access to the poems and essays/articles we read.
Meet the teacher
Teacher expertise and credentials
North Carolina Teaching Certificate in English/Language Arts
I am a certified 9-12 English Language Arts teacher with twenty-five years of teaching experience. I have also taught middle school. I approach sensitive topics in texts by modeling sensitivity and maturity during open discussions with students.
Reviews
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