$47
weeklyor $700 for 45 classes
High School English I, 2nd Semester Language Arts (ELA): Creation of Criminality
New class
Ages 13-16
Live Group Class
Live video meetings
3x per week, 15 weeks
4-10 learners per class
60 min
What's included
45 live meetings
45 in-class hoursHomework
2-4 hours per week. Students will be assigned some reading as homework. When available, audio versions will be provided to assist all students (digital or hardcopies of our three books should still be purchased/rented). Students will also work a project during each unit. Projects will be submitted via the Outschool Classroom.Assessment
I will provide written feedback on all four course projects. Please contact me ahead of time to request graded projects at no cost.Grading
includedClass Experience
US Grade 9 - 11
This a 15-week semester-long full curriculum English Language Arts course that further develops students’ reading, analysis, and writing skills while exploring the question “What creates criminality?” A fitting option for students who are homeschooled or need a supplement to their school studies. This is a Freshman or English One level course. While this is labeled "2nd Semester," taking the first semester is not mandatory. Be aware that the course meets 3 times a week and 1-2 hours of homework is expected between each class meeting. The homework is typically reading and analysis that will aid class discussions, as well as work on students’ projects. The homework allows students to independently practice their skills as they further develop those skills during our collaborative class meetings. Our course is divided into four units. At the end of each unit, students will demonstrate their understanding with a project that captures the concepts learned throughout the unit and course. Unit One engages students in reading and analyzing Shakespeare’s Macbeth. Students will become familiar with using context clues, thesis statements, lead-ins, transitions, and outlining an essay. By the end of the unit, students will utilize the mentioned concepts to write and submit a character analysis that examines the criteria that spurs Macbeth or Lady Macbeth’s criminality. Unit Two introduces students to a variety of criminology theories. Students will further develop their research and writing skills as they analyze the stories of real life people who have been faced with criminal charges. By the end of the unit, students will write and present an analytical essay that applies 2-3 criminology theories to explain the underlying motives and circumstances the guided the behaviors of their chosen real life criminal. Unit Three challenges students to question if laws are inherently right through the reading and analysis of Nothing But the Truth by Avi and a variety of resistance poems. Students will become familiar with point of view, connotation vs denotation, colons, semi colons, passive vs active voice, and coordinating conjunctions. By the end of the unit, students will write and present an expository essay that explains the arguments of groups on either side of a chosen historical issue. Unit Four provides students an understanding of how they can affect laws. Students will read and discuss Thank You for Voting Young Readers’ Edition: The Past, Present, and Future of Voting by Erin Geiger Smith as they become familiar with components of local government, campaign websites, propositions, voter guides, and caucuses. By the end of the unit, students will create and present a campaign website for a fictional mayoral candidate. Note: This unit only covers American politics. Students should be prepared to participate in class and engage with texts at grade level. I am here to aid students as they develop, but that can only happen if students are prepared to read our texts with moderate to minimal assistance. Three books must be purchased/rented for this course: Macbeth by William Shakespeare (purchased/rented by first day), Nothing But the Truth by Avi (purchased/rented by Week 7), and Thank You for Voting Young Readers’ Edition: The Past, Present, and Future of Voting by Erin Geiger Smith (purchased/rented by Week 12). If there are any questions or issues about purchasing or renting these books, please reach out. Either physical or digital copies are acceptable. Weekly Breakdown Unit One: Character Analysis Week 1 (3 meetings) - Unit project preview; background information; context clues - Context clues revisited; Begin reading Macbeth; Discussion. Homework: Continue assigned reading - Discussion; character worksheets; continue reading; discussion. Homework: Continue assigned reading Week 2 (3 meetings) - Discussion; analyzing an analysis; thesis statement. Homework: Continue assigned reading - Discussion; lead-ins; incorporating quotes. Homework: Continue assigned reading - Discussion; reading; discussion; topic sentences. Homework: Continue assigned reading Week 3 (3 meetings) - Discussion; outlining; reading; discussion. Homework: Continue assigned reading - Discussion; writing a sample; transitions. Homework: Continue assigned reading - Discussion; conclusion paragraph; reading; discussion. Homework: Continue assigned reading Week 4 (3 meetings) - Discussion; character selection; outlining - Work day - Making connections; unit wrap-up Unit Two: Analytical Essay Week 5 (3 meetings) - Unit project preview; criminology theories - Criminology theories; sample cases. Homework: Begin research - John Brown; criminal building; thesis statement. Homework: Continue research Week 6 (3 meetings) - Edward Snowden; outlining. Homework: Work on paper - Work day - Presentations; unit wrap-up Unit Three: Expository Essay Week 7 (3 meetings) - Unit project preview; discussion; poem analysis - Background knowledge; point of view; begin reading Nothing but the Truth; discussion. Homework: Continue assigned reading - Discussion; connotation vs denotation; poem analysis. Homework: Continue assigned reading Week 8 (3 meetings) - Discussion; poem analysis; unjust laws; reading; discussion. Homework: Continue assigned reading - Discussion; poem writing; poem analysis. Homework: Continue assigned reading - Discussion; Colons; Semi colons; passive vs active voice. Homework: Continue assigned reading Week 9 (3 meetings) - Discussion; Analyze sample essays. Homework: Continue assigned reading - Discussion; outlining; begin research. Homework: Continue assigned reading - Discussion; class essay; continue research Week 10 (3 meetings) - Poem Analysis; Poem writing; dependent vs independent clauses. - Hooks; thesis statement; citations; coordinating conjunctions. - Coordinating conjunctions continued; topic sentences; closing paragraph Week 11 (3 meetings) - Works cited; slide show creation - Work day - Presentations; unit wrap-up Unit Four: Campaign Website Week 12 (3 meetings) - Unit project preview; people of the local government; begin reading Thank You for Voting. Homework: Continue assigned reading - Discussion; Kahoot creation; analyzing campaign websites. Homework: Continue assigned reading - Discussion; Kahoot creation; candidate guide. Homework: Continue assigned reading Week 13 (3 meetings) - Kahoot; discussion; kahoot creation; propositions; voter guide. Homework: Continue assigned reading - Discussion; kahoot creation; analyzing and writing propositions. Homework: Continue assigned reading - Discussion; kahoot creation; voting on propositions. Homework: Continue assigned reading Week 14 (3 meetings) - Kahoot; discussion; kahoot creation; caucus. Homework: Continue assigned reading - Discussion; Kahoot creation; begin project. Homework: Continue assigned reading - Discussion; kahoot creation; building a website. Week 15 (3 meetings) - Kahoot; effects of local government; continue project - Peer check; city council meeting. - Presentations; course wrap-up
Learning Goals
- Understand and analyze the narrative and characters of Shakespeare's Macbeth
- Utilize context clues to derive meanings from Elizabethan text.
- Effectively incorporate lead-ins and quotes into analytical writing.
- Structure and outline an essay to facilitate coherent writing.
- Understand and identify a range of criminology theories.
- Apply theories to real-life cases to ascertain underlying motives and circumstances.
- Organize findings into a coherent, structured, and compelling essay.
- Comprehend and analyze the narrative of "Nothing But the Truth" by Avi.
- Analyze a variety of resistance poems for thematic content and stylistic elements.
- Construct an expository essay that clearly presents arguments from multiple sides of a historical issue.
- Understand the basic structure and functions of local government and the electoral process.
- Analyze a range of campaign websites to identify effective elements.
- Design and present a coherent, informative, and engaging campaign website.
Other Details
Parental Guidance
Throughout this course, students will examine individuals and groups whose actions and beliefs could be described as "morally wrong" or "controversial," such as John Brown, Edward Snowden, and anti-suffragists. The purpose of course is not to speak for or against their actions and beliefs, but rather to analyze and explain their motivations for taking on those actions and beliefs.
Actions and beliefs held by the figures studied in this class include murder, political violence, and bigotry. These topics are addressed to aid our understanding. Your learner should be ready to learn about and discuss historical figures and events featuring these topics.
Students will use Google Sites to create their websites for the Unit Four project. I will show them how to navigate the site and create their campaign website.
Supply List
Digital or physical copies of the following: - Macbeth by William Shakespeare (purchased/rented by first day) - Nothing But the Truth by Avi (purchased/rented by Week 7) - Thank You for Voting Young Readers’ Edition: The Past, Present, and Future of Voting by Erin Geiger Smith (purchased/rented by Week 12)
External Resources
In addition to the Outschool classroom, this class uses:
Sources
- Macbeth by William Shakespeare
- Nothing But the Truth by Avi
- Thank You for Voting Young Readers’ Edition: The Past, Present, and Future of Voting by Erin Geiger Smith
- Short biographies about John Brown, Edward Snowden, John Dillinger, Mary Ann Cotton, John Hinkley Jr., Aaron Swartz, Charles Ponzi, Bonnie Parker & Clyde Barrow
- Still I Rise by Maya Angelou
- For My People by Margaret Walker
- The Sign in My Father’s Hands by Martín Espada
Meet the teacher
Teacher expertise and credentials
3 Degrees
Master's Degree in Education from University of Redlands
Bachelor's Degree from University of California, Riverside
Associate's Degree from Riverside City College
I have taught Language Arts in-person and online to students ranging from elementary to high school. This course is an adapted mishmash of various lessons I've taught throughout my teaching career and is refitted to align with students an English I level. I have my Bachelor's in Creative Writing and my Master's in Education.
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