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or $130 for 12 classes
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Literary Analysis, Comprehension Focus, Summary Writing, & Novel Discussions

Completed by 44 learners
Ages 10-12
Live Group Class
Learners will analyze grade level novels with an emphasis on literary terms, reading comprehension, grammar skills, and using textual evidence in written response questions.
Average rating:
4.9
Number of reviews:
(247 reviews)

Live video meetings
1x per week, 12 weeks
5-9 learners per class
50 min

What's included

12 live meetings
10 in-class hours
Homework
2-4 hours per week. Learners will be provided a study guide for each novel that consists of 2-3 questions per chapter.
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 5 - 7
The Fall Section will be reading- A Long Walk to Water by Linda Sue Park, Revolution is Not a Dinner Party Ying Chang Compestine, and "The Tiger Rising" by Kate Dicamillo.
This course is meant to provide learners with in-depth literary analysis of three to four common texts read during a middle school career. As a certified English teacher for grades 7-12, I have been teaching these texts in the classroom for over ten years. I have also worked in Social Studies classrooms so I try to choose novels that can be used to strengthen students' knowledge of historical eras and global politics/concepts. These are the main novels that I rotate in this course. If a learner chooses to attend another semester, I can always have new book selections to read. I regularly add new novels that are age appropriate for middle school learners. 

“A Long Walk To Water” by Linda Sue Park
“The Outsiders” by S.E. Hinton 
“Bomb” by Steve Sheinkin
“I Am Malala” by Malala Yousafzai 
“Inside Out & Back Again” by Thanhha Lai 
"Wonder" by R.J. Palacio
"Speak" by Laurie Halse Anderson
"Esperanza Rising" by Pam Ryan
'Fish in a Tree' by Lynda Mullaly Hunt
"The Tiger Rising" by Kate DiCamillo
"The Boy Who Harnessed the Wind" by William Kamkwamba
"The Endless Steppe" by Esther Hautzig
"Revolution is Not a Dinner Party" by Ying Chang Compestine
"Refugee" by Alan Gratz

When reading novels from a global perspective, learners will be exposed to more nonfiction texts. We will also spend time discussing the geography, culture, religion, and history of each novel’s setting. Learners will learn to identify literary elements and how to discuss how authors develop central ideas or themes. Students will engage in discussions about government and society while reading the texts "The Outsiders" and "Bomb". The novels 'Speak' and 'Wonder' touch on themes of growing up and how events in one's youth can have profound effects on a person's psyche.

Learners are regularly provided with video content to supplement their understanding of the story. There is also a custom study guide for each story for learners to practice their writing skills. For several of the novels, the teacher will provide movie adaptation clips so learners can visualize the story lines while reading the text. Most of the reading will be expected to be done by learners outside of the live meetings but the teacher will select passages that are of confusion or imperative to understanding the central idea to read aloud during live class meetings. 

If learners and parents have no preference on what novels are read during the semester, I will choose the texts. Before starting each novel, teacher will provide a comprehensive study guide with questions on plot, literary elements, vocabulary, and research questions. Learners that complete written assignments will receive prompt graded feedback from the teacher. There will also be regular writing assignments that encourage learners to meet Common Core writing standards which include utilizing textual evidence to support claims regarding the main (central) idea of the novels. This course can be utilized as a supplemental course for learners attending a hybrid school model or as a stand alone English course for homeschooled learners.

Learning Goals

Learners will identify the literary elements used by the author to build a central idea.
Learners will write a central idea essay discussing ho the author used one literary element to build a central idea.

Other Details

Parental Guidance
'Bud, Not Buddy' has situations that involve child abuse as the protagonist experiences a very neglectful foster home at the start of the novel. 'Fever: 1793' is set in Philadelphia during the Yellow Fever Epidemic. Learners who have anxiety surrounding pandemics may find the story triggering. Parents should be aware that the novels "Inside Out & Back Again", "Refugee", "I am Malala", and "Revolution is Not a Dinner Party", and "A Long Walk to Water" discuss extreme poverty, discrimination against marginilized groups, war and conflict. While there is not graphic violence in the texts, there is mention of gun violence in guerilla warfare and a main character is shot to death in "A Long Walk to Water".
Supply List
"A Long Walk to Water" by Linda Sue Park
"Revolution is Not a Dinner Party" by Ying Chang Compestine
"The Tiger Rising" by Kate DiCamillo
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.

Offered by

4.9
247reviews
Profile
Teacher expertise and credentials
New York Teaching Certificate in Special Education
Nicole Hess
New York Teaching Certificate in English/Language Arts
Nicole Hess
Master's Degree in Special Education from Grand Canyon University
Nicole Hess
Bachelor's Degree in English Language and Literature from State University of New York at Oswego
Nicole Hess
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



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