$240
for 12 classesHomeschool Writing Portfolio Part 2: Semester Long Writing Course
Completed by 89 learners
Ages 10-14
Live Group Course
Live video meetings
1x per week, 12 weeks
4-16 learners per class
40 min
What's included
12 live meetings
8 in-class hoursHomework
1-2 hours per week. Students will submit final drafts of their typed essay within one week after each unit ends. Essays are due on the 3rd, 6th, 9th, 12th, and 15th week of class.Assessment
The learner is assessed through class participation.Grading
All essays will be graded against a provided rubric. Parents can easily calculate the grade using the rubric, but I will provide number/letter grades if requested.Class Experience
US Grade 5 - 8
Intermediate Level
Every student has the ability to improve and strengthen their writing. From students that need a little extra help to students that possess excellent writing skills, there is always room to create and achieve new learning goals. In this semester-long course, students will learn and/or review the conventions and standards of English writing to compose a variety of written essays to be compiled into a writing portfolio. This course is the second part of Homeschool Writing Portfolio Part 1: Semester Long Writing Course, but it CAN be taken independently without having enrolled in the first course. All learners are welcome. The goal of this course is for students to be able to construct a well-written problem-solution, compare-contrast, rhetorical analysis, descriptive, and a definition essay. Weeks 1-3 : In these classes, students will practice: (1) Identifying viable problems in the world today (home, school, politics, etc.) (2) Using a graphic organizer to brainstorm why the problem should be fixed (3) Writing a multi-paragraph essay that proposes real solutions supported by facts and (4) refuting opposing arguments to the proposed solution. Final Essays are due at the end of week 3. Weeks 4-6: In these classes, students will examine model compare-contrast essays. Students will review highlighting important details, making abstract ideas concrete, and reducing confusion between related concepts. Students will brainstorm, create a rough draft, revise and edit with the teacher and peers. Students will submit a final copy at the end of week 6. Weeks 7-9: In these classes, students will begin exercising high order thinking skills as we begin the rhetorical analysis essay. Students will practice (1) Identifying rhetorical strategies used in a text of their choice (examples/choices will be provided for students, but they are free to choose their own text to analyze) (2) explaining the effect a piece of writing or oratory has on its audience, how successful it is, and (3) explaining how the devices and appeals it uses helps the writer/speaker achieve its goals. (4)Creating an essay with clear organization patterns , textual evidence, and smooth transitions. Final Essays are due at the end of week 9. Weeks 10-12: In these classes, students will select a term, concept, or an idea to define. Students will move beyond the dictionary definition of their selected word and explore deeper meanings to create an extended definition. Students will (1) select a multidimensional word such as love or success and (2) explore the history of the term using dictionaries, and online resources, to elaborate on the general definition and (3) details a personal definition from experience or the experience of others. Final Essays are due at the end of week 15. At the end of class each week, students will draft their compositions. Students will submit final drafts as a shared document in GoogleDocs. A typical class will follow this structure: 1. Warm Up -3 minutes 2. Lesson Introduction - 2 minutes 3. Direct Instruction with Active Class Participation - 10 minutes 4. Guided Practice - 10 minutes 5. Independent Writing Practice - 25 minutes 6. Review/Exit Activity - 5 minutes I look forward to having your learner in my class! I offer a warm, engaging learning environment! For learners that need differentiation, I offer shorter writing assignments, sentence stems, and guided outlines to assist with writing.
Learning Goals
The goal of this course is for students to be able to construct a well-written problem-solution, compare-contrast, rhetorical analysis, and definition essay.
Students will use all the steps in the writing process.
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with Common Core State Standards (CCSS)12 Lessons
over 12 WeeksLesson 1:
The Problem-Solution Essay
In this class, students will practice: (1) Identifying viable problems in the world today (home, school, politics, etc.) (2) Using a graphic organizer to brainstorm why and how the problem should be fixed
40 mins online live lesson
Lesson 2:
Drafting the Problem-Solution Essay
In this class, learners will draft a multi-paragraph essay that proposes real solutions supported by facts and refute opposing arguments to the proposed solutions.
40 mins online live lesson
Lesson 3:
Revising and Editing the Problem-Solution Essay
In this class, learners will revise and edit their draft. Learners will also review the scoring rubric and perform a self assessment before submitting the final essay. Final Essays are due before beginning the next unit.
40 mins online live lesson
Lesson 4:
The Compare-Contrast Essay
In this class, learners will select two topics to compare and contrast and brainstorm possible points of compare and contrast.
40 mins online live lesson
Other Details
Parental Guidance
GoogleDocs does require the use of a gmail account. Please ensure your learner has an account set up.
Please Note: You can create a Google Account for your child under 13 (or the applicable age in your country), and manage it using Family Link. With Google Accounts, children get access to Google products like Search, Chrome, and Gmail, and you can set up basic digital ground rules to supervise them.
Supply List
Writing Journal Pen/Pencil
External Resources
In addition to the Outschool classroom, this class uses:
Meet the teacher
Teacher expertise and credentials
Master's Degree in English from Georgia Southern University
Hello, I’m Teacher Jaquita, M.Ed., and I can help students learn self-regulation strategies to increase comprehension and strengthen writing skills. I have over eight years of teaching experience in reading, composition and literature. I possess a Bachelor of Arts in English, as well as a Masters in Education. I also homeschool my elementary and middle school children. I value education and I have a passion for teaching kids.
What do my credentials mean for you and your learner(s)?
My educational experience allows me to adequately assess your student and tailor my instruction to meet their learning needs. My courses are targeted to address specific learning needs that aid in helping your learner understand new reading material, learn grammar rules and strengthen writing skills.
Your learner deserves quality instruction. An excellent teacher is patient, makes learning engaging, and never gives up on any student! I believe and know that every student can learn and improve!
I’ll see you and your learner(s) in my classroom!
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