RL.8.1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting,
and plot; provide an objective summary of the text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.
RL.8.4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze
how the differing structure of each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create such
effects as suspense or humor.
RL.8.7. Analyze the extent to which a filmed or live production of a story or
drama stays faithful to or departs from the text or script, evaluating the choices
made by the director or actors.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works
such as the Bible, including describing how the material is rendered new.
RL.8.11. Interpret, analyze, and evaluate narratives, poetry, and drama,
artistically and ethically by making connections to: other texts, ideas, cultural
perspectives, eras, personal events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate texts to make
informed judgments about the quality of the pieces
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.
RI.8.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts.
RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including
the role of particular sentences in developing and refining a key concept.
 RI.8.6. Determine an author’s point of view or purpose in a text and analyze how
the author acknowledges and responds to conflicting evidence or viewpoints.
RI.8.7. Evaluate the advantages and disadvantages of using different mediums
(e.g., print or digital text, video, multimedia) to present a particular topic or
idea
W.8.1. Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports
the argument presented
W.8.3. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view
and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and
reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence,
signal shifts from one time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated
experiences or events.
 W.8.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
W.8.5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose and audience have been
addressed

I began reading at the age of three and have averaged multiple books a week since.  I have a honor's in discipline in English from East Tennessee State University where my focus was on middle grades and young adult literature. I was a peer tutor for four years teaching college level English including preparing students to take the GRE for an additional two years. I have been teaching online book clubs for two years online and last year my average student who took standardized pre-post tests (The NWEA MAP Growth exam) improved their reading placement by two grade levels.  
I completed my undergraduate thesis on the subject of middle grades literature and won local and state wide awards including having the honor of presenting at a statewide conference for outstanding undergraduate research. 
Relevant Coursework: 
Read 3100 Teach Read for K-6. This course is exceptionally relevant to this course as it provided a foundation in the science of reading approach which provides explicit, direct, and accurate phonics based instruction to support all readers. This is utilized in this course despite the difference in age ranges through optional spelling activities to support learners who may have lagging skills in reading and spelling. 
Read 3200: Teaching Writing and Language Arts. This course provided frameworks and strategies for teaching writing in motivating ways to students and for understanding the development pathways of writing and language arts. 
Eng 3118: Honor's Lit Focus. In this focus I explored representations of American History, focusing on the complex history of  California, through a variety of literature for adolescents. This class also modeled engaging ways of teaching literature for this age group and dealing with complex subject matter. 
English 4077: Literature For Adolescents This class focused on the teaching, critical analysis, and exploration of literature for middle school students. It explored methods of education and dealing with complex subject matter as well as strategies for evaluating texts both academically and developmentally. 

Homework Offered
Students will complete daily reading and writing activities Tuesday, Wednesday, and Thursday. This should take approximately  one hour per day. They will also complete two short projects. 
2 - 4 hours per week outside of class
Assessments Offered
Grades Offered

Animal Farm by George Orwell
A Wrinkle in Time Madeleine L'Engle