This class is taught in English.

    RL.8.1 - Cite textual evidence to support 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.
    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.8.6 - 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.
    RI.8.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas.
    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.9-10.9 - Analyze seminal U.S. documents of historical and literary significance (e.g., The Odyssey), including how they address related themes and concepts.
    W.8.1 - Write arguments to support claims with clear reasons and relevant evidence.
    W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    W.8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    W.8.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
    L.8.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
    L.8.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    L.9-10.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    L.9-10.6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
    SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    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.
    SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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. 

Homework Offered
Students will need to read the text outside of class, complete guided note-taking, and respond to simple writing prompts to help them think deeply and critically about the task. They will also work on their final essay both in and out of live class time. 
2 - 4 hours per week outside of class
Assessments Offered
Grades Offered

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

Here is a selection of materials we will engage with in class: 
The Odyssey, Homer, translated by Robert Fagles, Penguin Books, 1996

	"What Is Xenia?", Greek Comix, YouTube

	"Homer on Hospitality", Louis Markos, The Imaginative Conservative
"Odysseus the Foreigner", Joshua R. Hall, Ancient World Magazine, June 22, 2018

	"Ancient Greek Wisdom for Today's Leadership Crisis", Emily Anhalt, The Conversation, October 15, 2017

	"What Role do the Gods Play in The Iliad and The Odyssey?", Barry Powell, YouTube, Oxford University Press, June 30, 2014

	"Hero," from the introduction to The Odyssey (pp. 37-41), Bernard Knox, Penguin Books, 1996
"A Translator's Reckoning with the Women of the Odyssey", Emily Watson, The New Yorker, December 8, 2017 
"What Makes a Homeric Hero?", Greek Comix, YouTube

	"The Odyssey," from the introduction to The Odyssey (pp. 8-11), Bernard Knox, Penguin Books, 1996

	"Women and Men," from the introduction to The Odyssey (pp. 49-58), Bernard Knox, Penguin Books, 1996

	"Hero," from the introduction to The Odyssey (pp. 37-41), Bernard Knox, Penguin Books, 1996