English: Global Literature- Discuss and Debate Global Issues through Novel Study
Students will be given resources to better understand the history/political climate of the novel's setting in order to make connections to the novel's conflict and better understand the author's message to audiences.
Striving Students Towards Success, LLC.
Average rating:
4.9
Number of reviews:(245)
What's included
8 live meetings
6 hrs 40 mins in-class hoursHomework
2-4 hours per week. Students will be given a study guide with comprehension and discussion questions for each week's assigned reading. Students will be encouraged to write their answers and post to the classpage or email directly to the teacher for grading. Students will be assigned about 45-60 minutes of reading a week and encouraged to annotate the text. Depending on the student's involvement in the course, the writing assignments could take an additional hour.Assessment
The teacher will informally assess students' knowledge of material assigned by asking questions from the comprehensive study guide. The teacher will provide central idea and summary paragraph assignments that students will be encouraged to complete in order to better assess common core reading and writing standards.Class Experience
US Grade 7 - 8
November/December Section will be reading 'Everything Sad is Untrue' by Daniel Nayeri. This novel covers a young boys experience as a refugee from Iran during the 1980's. His experience centers around Iranian history as well as the racism he experienced as an Iranian refugee in Oklahoma. Hello, this course is meant to provide upper level middle school and high school learners with in depth literary analysis of novels with a global perspective. Learners will also explore the political issues surrounding the region and leave the class with a literary analysis essay for at least one of the novels studied. As a certified high school English teacher, I have been teaching these texts in the classroom for over ten years. I have also worked in Social Studies classroom as a Special Education teacher so I am experienced in how these texts should tie in with common core Social Studies standards. What makes my English classes different from others is a focus away from being able to memorize basic facts from the text but rather understand what the author's message was to audiences at the time of publication. I also discuss with learners how the author's message is still a theme in political discussions today. Some of the novels we will read have authors that continue to fight for those still experiencing the struggles they went through in the region. The following texts are the most popularly used texts by most American high schools: Rotating Text: "Everything Sad is Untrue" by Daniel Nayeri. "Revolution is Not a Dinner Party" by Ying Chang Compestine "Kaffir Boy" by Mark Mathabane (South Africa- Apartheid) "A Long Way Gone" by Ishmael Beah (The curse of natural resources in Western Africa) “Hotel on the Corner of Bitter and Sweet” by Jamie Ford “The Bite of the Mango” by Mariatu Kamara "The Thing Around Your Neck" by Chimamanda Ngozi Adichie "Child of the Dark: The Diary of Carolina Maria de Jesus" by Carolina Maria de Jesus "Revolution is not a Dinner Party" by Ying Chang Compestine My style of teaching involves providing learners with a weekly study guide with questions that gear a learner's thinking to identifying the central idea of a text by explaining other literary elements such as setting, conflict, characterization, symbolism, motif, and foreshadowing. During the live meetings, students who completed the study guides will be prepared to engage in discussions regarding the author's use of literary elements to build the plot of the novel. I also provide learners with clips from the film adaptations of the novel so that learners' can better visualize the story they are reading. There will be clips provided regarding Social Studies material both in class and via the classpage discussion board to increase learners' understanding of the historical background of the novels. This course is meant to prepare learners for college level discussions and writing. I will provide learners with nonfiction articles that relate to the novel in order for learners to understand the novel's message on a deeper level. We will use at least 4 live meetings as a writing workshop where learners can present their literary analysis to the class and I will provide feedback on how to organize writing and build an argument with cited research. 15 Minutes: Discuss any questions from the homework assignments and informally assess students' comprehension of the assigned material. Review with students any necessary details from the text that they may have overlooked and provide video to enhance students' understanding of setting and plot. 15-40 Minutes: Discuss the comprehension questions provided in the guided reading chapter by chapter engaging students to identify literary elements with examples from the text. Model how to define vocabulary that students did not recognize by utilizing context clues in the passages. 40-45 Minutes: review the developing central idea of the text and informally assess students understanding of what was read by asking students to summarize the assigned reading focusing on the most important plot events. Assist students in finding nonfiction articles or news stories that relate to the text.
Learning Goals
Students will be able to identify and discuss setting, symbolism, characterization, motif, tone, mood, irony, and imagery used by the author for each novel.
Students will be able to write a well developed literary analysis essay with cited sources.
Students will be able to connect a nonfiction article or news story to the novel which pertains to present day social issues.
Other Details
Parental Guidance
Parents should be aware that the novel "A Long Way Gone" has subject matter that includes graphic violence seen in war time, child soldiers, and drugs given to child soldiers during the conflict in Sierra Leone. The novel "Kaffir Boy" discusses extreme poverty and death caused by the Apartheid regime. If students research topics of the novel outside of class they may come across content about rape and genocide used during the conflicts and during Apartheid.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined May, 2020
4.9
245reviews
Teacher expertise and credentials
1 teacher has a teaching certificate
New York Teaching Certificate in Special Education
New York Teaching Certificate in English/Language Arts
1 teacher has a Graduate degree
Master's Degree in Special Education from Grand Canyon University
1 teacher has a Bachelor's degree
Bachelor's Degree in English Language and Literature from State University of New York at Oswego
I have a Bachelor's Degree in Literature and a Master's Degree in Students with Disabilities. As a certified high school English teacher, I have been teaching these texts in the classroom for over ten years and I am experienced in leading lectures that deal with sensitive race relation topics. I teach in the city of Buffalo, New York and have experience discussing sensitive issues of race, immigration, and conflicts of developing nations with diverse groups of learners that include students who share the refugee experiences of the characters. I have also worked as a co teacher in various grade level Social Studies classrooms so I am experienced in how these texts should tie in with high school Social Studies standards. Reviews
Live Group Class
$95
for 8 classes1x per week, 8 weeks
50 min
Completed by 23 learners
Live video meetings
Ages: 12-14
5-12 learners per class
