$42
weeklyor $495 for 24 classes
High School Literature 3: Reading, Comprehension, Writing, & Literary Analysis
Completed by 5 learners
Ages 13-18
Live Group Class
Live video meetings
2x per week, 12 weeks
5-10 learners per class
45 min
What's included
24 live meetings
18 in-class hoursHomework
1-2 hours per week. Students can expect to complete 1-2 hours of independent study per week outside of class. These studies are focused on reading, completing small writing tasks, responding to complex questions, and outlining material for larger written projects completed independently.Letter Grade
1 after class completionClass Experience
US Grade 9 - 12
Intermediate Level
Welcome! This class is intended to serve learners interested in a literature course which allows them to explore and discover the magic of the written word, increase their reading stamina, and engage in high-level discussion and debate about their own thoughts and ideas on what each novel means to them. As a dedicated educator, I believe that the greatest teaching values are centered around fostering a love for learning, encouraging critical and creative thinking, and promoting a positive and collaborative classroom environment. I am committed to providing timely and responsive communication with parents and learners within 24 hours. I also believe in providing personalized, objective feedback on the written projects that learners turn in, as I recognize the importance of constructive feedback in supporting their growth and development. Quality is of utmost importance to me as an educator. I am committed to delivering high-quality instruction that is tailored to the unique needs and interests of my learners. I believe in using evidence-based instructional strategies and best practices in education. I continue to engage in professional development so that I can continually improve my teaching skills and provide the best possible education to my learners. Service is at the heart of my teaching philosophy. I am dedicated to serving my learners and developing unique classes to engage their minds and creative spirits. I believe in building strong partnerships with learners to create a collaborative approach to their education, where students remain actively involved in their own learning journey. I strive to provide timely and constructive feedback to learners on their written projects, as I believe that feedback is crucial in guiding their progress. By fostering a supportive and welcoming classroom environment and maintaining open lines of communication, I aim to create a positive and enriching classroom experience for all my learners. My teaching style has been described by colleagues and students as engaging, objective, unique, and focused. One of my core beliefs is that every child is capable of learning and must be given the opportunity to grow and flourish academically, socially and intellectually. I firmly believe that one's ability to precisely communicate thoughts and ideas to others through speaking and writing is one of the greatest ways to ensure future success in whatever domain one chooses to pursue.
Learning Goals
Scholars will improve their reading, comprehension, writing and analytical abilities
Scholars will improve their academic, collaborative, and speaking confidence
Scholars will discover the joy, importance, and impact of reading and writing skillfully
Scholars will discover the power of analytical and objective thinking processes
Scholars will increase their capacity to communicate orally and in writing at or above grade-level expectations
Scholars will learn how to create intelligent and thoughtful written responses to complex questions
Other Details
Parental Guidance
The novel '1984' includes non-explicit implications of sexual relations, references to smoking and alcohol, and the theme of violence primarily presented in the form of ongoing war. Having taught the novel in high-school classrooms several times, I recognize that '1984' can be a challenging and emotional read for some students. While the purpose of the course is to develop literacy and discussion skills, deepen historical understanding of the author's purpose and foster social-emotional competencies such as empathy and gratitude, I want to address how unsolicited and potentially emotional expressions are handled in my class and how I intend to respond to students regarding these complex and challenging themes.
1. Set the stage and develop classroom norms collaboratively with students:
*Students are expected to be engaged, collaborative, and respectful to one another at all times
*Students are encouraged to read assigned passages through a lens of compassion, empathy, respect, historical context and objectivity
*Students are expected to focus on what the text says rather than subjective interpretations or opinions. Focusing on textual evidence effectively eliminates most potential occurrences for unsolicited response and expression
*Students always have the opportunity to opt out of a particular discussion if they feel the material is too taxing emotionally
*If it is noted that a student appears struggling with the material being presented or discussed, I will inform the parent about the concern immediately. Further, please contact me with any questions or concerns you may have about this class.
2. Encourage students to research material on their own using reliable sources in order to gain a fuller understanding of the material
3. Focus the discussion, encourage reflection, and make connections to lived experience. Giving the students a framework for the day's reading discussion up front aligns and focuses conversation on the ideas and thoughts presented in specific passages
4. Confront the idea, not the individual. Be the paragon of effective, purposeful, and respectful dialog
5. Facilitate actively by rewording questions posed by students, correcting misinformation, making reference to relevant reading materials or course content, asking for clarification, and reviewing main points
Please contact me directly if you have concerns or questions regarding the content of this class or visit (https://www.commonsensemedia.org/book-reviews/1984) for parent reviews and comments about the novel.
Supply List
Pencils/pens Paper 1984 by George Orwell Fahrenheit 451 by Ray Bradbury Access to Google Drive and Google Docs
External Resources
In addition to the Outschool classroom, this class uses:
Sources
1984 by George Orwell
Fahrenheit 451 by Ray Bradbury
YouTube
Google Drive
Meet the teacher
Teacher expertise and credentials
Colorado Teaching Certificate in English/Language Arts
I have taught English Language Arts and ESL at the middle and high school levels for nearly 15 years. I hold a BA in English Language and Literature and an MA in ESL with a focus on theoretical and applied linguistics. Prior to my full-time work with students online I have served as an instructional coach, reading interventionist, building administrator and Secondary English Specialist for a large school district. I hold an active teaching license as well as a principal's license. My areas of expertise are English Language Arts (reading, writing, speaking), American and Historical Literature, Social and Emotional Learning, Philosophy, Essay and Fiction Writing and Self-Improvement.
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