Literature Based Language Arts: How Do Poets Argue?
In this two week course, you can trial our literature based language arts and see if it's the right fit for your learner. We'll be beginning our high school course by jumping into a 500 year old poetic argument with classic poets!
Malikai Bass M.A
Average rating:
5.0
Number of reviews:(318)
Popular
What's included
6 live meetings
5 in-class hoursHomework
1-2 hours per week. Between classes students will be asked to read and respond to short poems and/or biographical pieces about the poets through short writing tasks. Students will have time in class for the final project but will need to work on it outside of class as well.Projects
Students will have regular informal assessment through in-class writing as well as the take-home assessment of our final project.Assessment
Students will have regular informal assessment through in-class writing as well as the take-home assessment of our final project.Class Experience
US Grade 8 - 10
Advanced Level
This is the first course in a year long rotation designed to support twice exceptional learners in developing high school level English Language Arts skills. Texts chosen are available on platforms with dyslexia-friendly options including audiobooks and a variety of writing supports and accommodations are available. Texts are chosen at challenging lexile levels but with age appropriate content and to provide new perspectives unlike books students might self-select. Scaffolding is provided for new or non-literal language. The course is taught by a neurodivergent educator. In this unit, students begin their high school literature journey by jumping into a poetic debate almost 500 years long. They'll learn about and read the work of poets such as Christopher Marlowe, Sir Walter Raleigh, and William Carlos Williams. We'll also write our own poetry in a variety of forms, practice annotation and discussion, and write analytical pieces.
Learning Goals
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with Common Core State Standards (CCSS)6 Lessons
over 2 WeeksLesson 1:
How does the structure of Marlowe’s poem develop a central idea of the text?
We will launch our unit by introducing our central question, class goals, and primary text "The Passionate Shepherd to his Love" by Christopher Marlowe. We'll discuss some of the poetic structure and technique found in the poem and practice our annotation skills. 50 mins online live lesson
Lesson 2:
How does the language of Marlowe’s poem evoke a sense of time and place?
We'll continue our close read of Christopher Marlowe's poem focusing on the language, sense of time, and setting, and how those help to develop the central idea of the text. We'll dive deep into some of vocabulary found in the piece and build connections to larger movements of pastoralism and highlight the use of alliteration. 50 mins online live lesson
Lesson 3:
How does Raleigh draw upon or transform Marlowe’s poem?
We'll focus on one of our highlighted responses for the course The Nymph’s Reply to the Shepherd. We'll highlight similarities inn the structure and language between both texts as well as the differences that lead to the contrasting tones of the pieces. We'll also discuss romanticism 50 mins online live lesson
Lesson 4:
Which of Raleigh’s central ideas does Williams focus?
We'll consider another response William Carlos Williams "Raleigh Was Right" to understand how this conversation has evolved over time. We'll compare how the structure of each piece reflects poetry trends of the time and infer what Williams wanted to add to the conversation 50 mins online live lesson
Other Details
Learning Needs
This course is designed and taught by a 2E educator to include 2e and ND students
- careful font selections
- graphic organizers
- transcripts of video content
- lined writing spaces
- ability to dictate written work if needed
Parental Guidance
We will use Nearpod. Students must click a link to join but no personal information other than first name is collected.
Pre-Requisites
Learners should be able to read and analyze texts at an early high school level. Learners should be able to write a multi-paragraph essay.
Joined April, 2021
5.0
318reviews
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Teacher expertise and credentials
I have been involved in classical literature and mythological study since I was a small child. I have always loved looking back into the past and using it as a mirror to examine today's ideas both as a benchmark for progress and an inspiration for further improvement.
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 Course
$48
weekly or $96 for 6 classes3x per week, 2 weeks
50 min
Completed by 5 learners
Live video meetings
Ages: 11-15
2-6 learners per class
