What's included
1 live meeting
55 mins in-class hours per weekHomework
1-2 hours per week. Reading expectation outside of class is approximately 50 - 75 pages per week. Classroom page activities, questions, and resources are always optional.Assessment
NAClass Experience
US Grade 3 - 6
Beginner Level
Welcome to our lively book-to-movie club! We meet weekly for an hour of engaging discussion, one brief-ish ELA lesson, and a FUN game or activity. Each month, we dive into a modern classic, exploring its story, characters, and themes for the first three weeks then during the last week of the month we watch the movie adaptation (outside of class) and compare the book to the movie version (in class). Students can expect a mix of thought-provoking reflections on themes, lively debates, silliness, activities, and games, such as Gimkit or Jeopardy. You’ll find the book titles and our class structure below, including what we’re reading and learning about in September and October. Get ready for a fantastic literary adventure! NEW STUDENTS: New students may enroll anytime during the month. Although not mandatory, new students are encouraged to obtain a copy of the book before their first class or soon thereafter. READING SCHEDULE: We read and discuss the novel in thirds over the first three weeks of the month then compare the book to the movie (viewed outside of class) during our fourth meeting of the month. This reading schedule repeats each month. It's easy for learners to know how far to read each week. All they need to do is divide the total page count of the book by three. For example, if a book is 300 pages, such as The One and Only Ivan, we read 100 pages each week for the first three weeks of the month. Reading Schedule EXAMPLE: The One and Only Ivan by Katherine Applegate | Total Page count: 300 pages | 300 pages ÷ 3 weeks = 100 pages per week Week 1: Reading expectation = Come to class having read the first 1/3 of the book. Example: Learners come to class having read pages 1 - 100 of The One and Only Ivan Week 2: Reading expectation = Come to class having read the first two thirds (2/3rds) of the book. Example: Learners come to class having read pages 100 - 200 of The One and Only Ivan. Week 3: Reading expectation = Come to class having finished the book (the final third, 3/3). In-class: Discuss the end of the book and reflect deeper on the story's possible themes. Week 4: Reading expectation = None! Learners come to class having watched the movie version of the story. In-class: Compare/contrast the story's book & movie version. WHAT WILL BE TAUGHT -Identify and apply literary terms and techniques, such as: theme, plot, setting, climax, resolution, POV, and character development -Practice close reading skills -Practice supporting opinions and inferences with text examples -Theme: Learners reflect on and apply each story's themes to their lives. Critical and creative thinking: -Learners notice and consider the author's tone and perspective as well as the director's intentions and how well the two align. -Learners compare/contrast the story's book and movie versions, considering each format's impact on rising tension, character development, expression of themes, and reader/viewers emotional experience of significant scenes and plot points. -Learners notice and consider the role of setting and narrator on the plot, themes, and readers/viewers experience. -Learners answer creative thinking questions and/or receive creative writing prompts related to the story. Ex: Write imaginary dialogue between Character A & B discussing their favorite memory from childhood. -Learners practice critical thinking by considering author intentions, character motivations, and readers' assumptions -Learners practice critical thinking, going beyond, "I don't know why I think/infer/predict that." and on to reference textual examples, expression of themes in the story, and personal bias' or experience. CLASS STRUCTURE Check-in Question | Learners answer a question related to the story. 5 minutes Group Review | Story Words: Teacher & learners review previous weeks' lessons 5 minutes Teacher Demonstration | Learn Something New 10 minutes Student Application | Use What We Know: Book Discussion 15 - 20 minutes Group Practice | Group Activity or Online Game | Example: Creative Writing, Jeopardy, or Blooket 10 - 15 minutes Check-out & Share | Learners may share something they made or experienced in the past week 5 minutes It's not uncommon for our class to go over the time limit when learners are enjoying a game or several want to share at the end of class. Learners are encouraged to leave whenever they need to. BOOK SELECTIONS & READING SCHEDULE for Sept 2024 - May 2025 Listed below are the book selections for each month. Book titles are subject to change due to unforeseen circumstances or group reading level. 2024 Sept - Dec September: Because of Winn Dixie by Kate DiCamillo Week of September 4 | Discuss Chapters 1 - 8 | Topics: Plot & Theme Week of September 11 | Discuss Chapters 9 - 18 | Topics: Conflict & Rising Tension Week of September 18 | Discuss Chapters 19 - the end | Topics: Character Development Week of September 25 | Discuss & Compare the Movie | Topics: Opening & Closing Images October: From the Mixed-Up Files of Mrs. Basil E. Frankenweiler Week of October 2 | Discuss Chapters 1 - 4 | Topics: Setting & Theme Week of October 9 | Discuss Chapters 5 - 8 | Topics: POV & Narrators Week of October 16 | Discuss Chapters 9 - the end | Topics: Resolutions & Readers' Satisfaction Week of October 23 | Discuss the Movie | Topics: Casting & Character Arcs Week of October 30 | Review & Costume Party | Topics: Mood & Tone November: To Be Announced December: Best Christmas Pageant Ever by Barbara Robinson 2025 Jan - June *Please check with me before purchasing titles listed from Jan - June in case it changes. January: The Giver by Lois Lowry February: My Side of the Mountain by Jean Craighead George March: The One and Only Ivan by Katherine Applegate April: Tuck Everlasting by Natalie Babbit May: The Boy in the Striped Pajamas June: Anne of Green Gables by L.M. Montgomery TEACHING STYLE I believe students learn best when comfortable in the group and engaged with the content. I ask questions that encourage reflection on themes, application of literary terms and techniques, and creative & critical thinking. If a student answers, "I don't know" when asked how they came to an inference or opinion, they're encouraged to refer to the text and consider how/when/if their life experience influences their understanding or interpretation. In class, I use slides, prompts, activities, quiz games, video clips, and any resource that provides context to the story or invites deeper reflection and closer reading skills. DIVERSITY & INCLUSION Our classroom (and world) is more dynamic when diverse. I welcome all cultures, races, gender identities, learning styles, abilities, and personalities. I enjoy encouraging ESL students, having experienced living and learning in another language myself, and I teach from a neurodivergent-affirming perspective. This means I believe neurodivergence is a difference not a deficit and support accommodations and education. Please don't hesitate to tell me about your learner and how I can best support them. INTERACTION Students interact with the teacher and each other throughout the 55 minute class through check-in, answering discussion questions, playing games, and activities. COST Please reach out if budget limits prevent a student from joining or continuing in the class. I'm happy to offer coupons and/or otherwise navigate the cost. Really, just ask! :)
Learning Goals
Students practice close reading skills
Students learn and apply literary terms and techniques, such as: foreshadowing, plot, theme, character development, and figurative language
Other Details
Parental Guidance
YouTube clips are sometimes posted on the classroom page or viewed in-class. Online quiz games Blooket and Gimkit are used regularly.
Pre-Requisites
Learners should be able to read fluently and be comfortable reading 50 - 80 pages per week.
Teacher expertise and credentials
2 Degrees
Master's Degree from University of British Columbia
Bachelor's Degree in English from University of Redlands
As an educator, I bring 15+ years of experience working with stories and storytellers as an editor, writer, educator, and children's librarian.
I have a bachelor of arts in English & Writing and graduate degrees in Creative Writing (MFA) and Library & Information Science (MLIS) from the University of British Columbia in Vancouver, Canada.
I worked as a substitute teacher for 3 years while finishing my MLIS degree and homeschooled my son from first to sixth grade minus one year (5th grade) while we lived in a new state. Today, he thrives academically and socially in a traditional school setting.
In addition to Outschool, I teach as an adjunct professor for a university's MFA & MA program and freelance as an editor. I've authored three children's nonfiction history books for an established series (FlashPoints). Other publications include book reviews, humor, essays, public radio, and a few short stories.
I count myself fortunate to have found a discipline I love so much. I never tire of stories or storytellers!
Reviews
Live Group Class
$15
weekly1x per week
55 min
Completed by 1 learner
Live video meetings
Ages: 9-12
2-8 learners per class
Financial Assistance
Tutoring
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