This class is no longer available, but we found something similar!
5.0 (4) · Ages 11-14
Not Your Grandma's Grammar - 6th - 8th Grade - Part 1 (English, Grammar)
5.0 (4) · Ages 10-13
Homeschool Writing Portfolio Part 1: Semester Long Writing Course
5.0 (1) · Ages 10-14
Into the Wild of English With Cats: A Full ELA Semester for 5th, 6th & 7th Grade
5.0 (1) · Ages 16-18
12th Grade English and Literature Semester 2
Flexible ELA Language Arts Course for 7th and 8th Grade Students Semester 1
In this 15 week self paced course, students will have the option of completing 7th or 8th grade ELA coursework.
Jennifer Gerber, MBA, MAT
79 total reviews for this teacher
Completed by 1 learner
There are no upcoming classes.
No live meetings
Over 15 weeks
learners per class
per learner - per week
How does a "Flex" course work?
No scheduled live video chats
Discussions via classroom forum and private messages with the teacher
Great if your learner prefers independent pacing or is uncomfortable with live video chat
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
In this Language Arts class for middle school age students who will be entering the 7th or 8th grade, we will be completing a self paced flexible reading and writing workshop, PBL projects, novel studies, vocabulary, grammar and syntactical exercises. This first semester will focus on narrative, informational, expository, realistic fiction, and dystopian fiction. During the second semester, we will dive into argument writing, persuasive techniques, rhetorical appeals, poetry, monologues,...
1.) Students can compose narratives to develop real or imagined experiences or multiple events, memories or ideas using effective technique, relevant descriptive details and well-structured event sequences. 2.) Students can analyze how an author develops and contrasts the perspective of different characters or narrators in a text. 3.) Students can determine themes of a text and analyze their development through citing textual evidence, paraphrasing or summarizing. 4.) Students can analyze how particular elements of a story or drama influence one another. 5.) By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, synthesizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently. 6.) Students can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 - 7 - 8 reading and content, choosing flexibly from an array of strategies. 7.) Students can cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8.) Students can analyze the interactions between individuals, events, and ideas in a text. 9.) Students can compare/contrast a print to a non-print version of a text, analyzing each media’s portrayal of the subject and its impact on the audience. 10.) Students can analyze how two or more authors writing about the same topic present key information by emphasizing different evidence or advancing different interpretations of facts. 11.) Students can analyze how two or more authors writing about the same topic present key information by emphasizing different evidence or advancing different interpretations of facts. 12.) Students can compare/contrast a fictional portrayal and a historical account of the same period as a means to understand how authors use history. 13.) Students can analyze the structure an author uses to organize a text, including how the different sections contribute to the whole and to the development of the ideas. 14.) Students can determine an author’s perspective and purpose in a text, and analyze how the author distinguishes his or her position from that of others.
For each writing assignment, students will be given a rubric and receive teacher feedback as well as a final score. Each week, students will be given a formative assessment to ensure that they are mastering the standards that the class was working towards for that week. In addition, they will be given formative assessments over each topic through our Outschool classroom. At the end of each unit, student will be given a summative assessment that will be a combination of multiple choice, fill in the blank, short answer, and open response questions. I can grade by either standards based grading or provide a numerical grade/ letter grading 0-100; A-F at the parents request.
Students will have weekly reading assignments and writing assignments. They will also be working on vocabulary, parts of speech, word study, and grammar activities.
Class Materials: 1” - 3-ring binder (optional) Set of notebook tab dividers (at least 5 dividers) (optional) Set of Pencils and Pens (blue, black and red) Assorted Highlighters Markers Colored Pencils Loose-leaf paper Post-Its Novels: Unit 1 - Milkweed, The Boy in the Stripped Pajamas, The Book Thief or Between Shades of Gray Unit 3 - Student Choice of: "Life as we knew it", "The Ballad of Songbirds and Snakes", or "The Giver"
For each writing assignment, students will be given a rubric and receive teacher feedback as well as a final score. Each week, students will be given a formative assessment to ensure that they are mastering the standards that the class was working towards for that week. In addition, they will be given formative assessments over their vocabulary and grammar assignments through forms, Outschool classroom, or noredink.com. At the end of each unit, student will be given a summative assessment that will be a combination of multiple choice, fill in the blank, short answer, and open response questions. I can grade by either standards based grading or provide a numerical grade/ letter grading 0-100; A-F at the parents request.
No live meetings, and an estimated 2 - 4 hours per week outside of class.
During our Unit 2, we will be discussing the Holocaust which has been recently incorporated as a priority standard for middle school ELA. The history of the Holocaust raises difficult questions about human behavior and the context within which individual decisions are made. We will be discusses WWII and life in war torn Europe, the horror and devastation brought on by Nazi soldiers during the war, and the unimaginable suffering experienced by the Jews at the hands of the Nazi regime. Some students may have difficulty with the subject matter since it discusses the harsh reality of living in the concentration camps, violence against Jews/ Gypsy's/ outcasts/ and resistance fighters, and the difficulties encountered by those trying to survive during WWII. Students will be reading and analyzing non-fiction articles, memoirs, primary source documents, and court testimony.
We will be using articles from News ELA, as well as, documentaries from the History Channel and BBC during our WWII/ Holocaust. Also, we will be looking at primary source documents from Yad Vashim (the World Holocaust Remembrance Center) and the United States Holocaust Memorial Museum.
Jennifer Gerber, MBA, MAT
Certified teaching professional with a passion for kids and unlocking their hidden potential.
🇺🇸Lives in the United States
79 total reviews
69 completed classes
Hello students and families, My name is Jennifer Gerber, and I have been teaching middle school, high school, and college level classes for the past 12 years. I have experience teaching English, History, Chemistry, Physics, Earth/ Space Science,...