Literature Based Language Arts: Creating Change Through Persuasive Writing
In this five week course, learners will analyze two texts that led to significant change in individual and governmental actions based on environmental issues and harness the power of persuasion through writing.
Malikai Bass M.A
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What's included
10 live meetings
7 hrs 30 mins in-class hoursHomework
2-4 hours per week. 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.Class Experience
US Grade 7 - 9
This is the sixth course in a year-long rotation. This class goes a step beyond your average book club and is designed to support neurodivergent learners. Texts chosen are available on platforms with dyslexia-friendly options including audiobooks and a variety of writing supports and accommodations are available. Scaffolding is provided for new or non-literal language. The course is taught by a neurodivergent educator. In this unit, we will continue our focus on nonfiction and the power of writing persuasively with fact as learners explore writing on climate change and sustainability issues. In this unit, our focus texts are The Omnivore's Dilemma (Young Reader's Edition) by Michael Pollen and Trash Vortex by Danielle Smith-Llera. Students will also be reading research articles and conducting their own research review. Week 1: - The Omnivore's Dilemma Part 1 - Guided Notes, and Writing Prompts - Cascading Consequences Chart - Discussion Week 2: - The Omnivore's Dilemma Part 2 - Guided Notes, and Writing Prompts - Cascading Consequences Chart - Discussion - Reading Additional Sources (Mini-Research Project) Week 3: - The Omnivore's Dilemma Part 3 and 4 - Guided Notes, and Writing Prompts - Cascading Consequences Chart - Discussion - Developing a Research Question Week 4: - Trash Vortex Chapters 1-3- Guided Notes, and Writing Prompts - Cascading Consequences Chart - Discussion - Understanding the Stakeholders and Audience for persuasive writing - Finding and Evaluating Sources Week 5 - Finish Trash Vortex - Develop and Present Speech based on research project.
Learning Goals
Reading Standards for Informational Text (RI):
RI.7.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text.
RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.
RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes their position from that of others.
RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
RI.8.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
Writing Standards (W):
W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
W.7.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.8.1: Write arguments to support claims with clear reasons and relevant evidence.
W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research.
W.8.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards (SL):
SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.
Language Standards (L):
L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Other Details
Parental Guidance
Learners will need to access Nearpod during class. There is no login required.
These texts contain mature themes for middle grade readers including descriptions of animal experiences in the industrial food system, a description of hunting, and description of the impact of plastic on marine life. No graphic imagery is used.
Supply List
Learners will need a teacher created printable workbook and copies of both texts.
External Resources
In addition to the Outschool classroom, this class uses:
Joined April, 2021
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Teacher expertise and credentials
I have a love of science communication and scientific literacy which I have been privileged to practice since beginning work in the science education department of a local children's museum at the age of 12 and have continued ever since. I have been active in multiple forms of government including being nominated as a Partner in Policy for the state of TN with a focus on disability policy.
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. Reviews
Live Group Class
$150
for 10 classes2x per week, 5 weeks
45 min
Completed by 3 learners
Live video meetings
Ages: 11-14
3-6 learners per class
