Middle School ELA: Seventh and Eighth Grade English Language Arts
This 32-week course includes literature, grammar, writing, speaking, listening, presenting, processes of a research paper, and more to cover Common Core Standards for seventh and eighth grade English Language Arts.
286 total reviews for this teacher
learners per class
Meets 2x per week
Over 32 weeks
45 minutes per class
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** If the class fee is a barrier to your learner's enrollment, message me for more information about scholarship opportunities and payment plan options. **Learners registering for both the Middle School English Language Arts and Middle School Social Studies classes in the same year will be refunded $250 of their class fee. Learners registering for Middle School Social Studies immediately following completion of Middle School English Language Arts will be refunded $250 of their class fee....
Middle School English Language Arts is taught to common core standards. The learning goals of this class are to reinforce and expand learners' knowledge of literature, literary devices, grammar, language usage, speaking and listening skills, making presentations, writing, analyzing arguments, conducting research, and completing a research paper.
I am currently enrolled in my final course through the Gettysburg College-Gilder Lehrman Institute of American History master of arts in American history program. In addition, I have bachelor of arts degrees in English, journalism, and political science. I was the director of a social justice center for three years during which time I routinely taught about and facilitated conversations about historical and current political events for both teen and adults participants. I have been teaching history, social studies, and English Language Arts classes for the past five years. I have also completed the Echoes & Reflection: Teaching the Holocaust Inspiring the Classroom course in "Creating Context for Teaching 'Night'".
Following each class, learners will have a reading assignment, journal prompt to which they respond, and a grammar, language usage, or literary device worksheet or short project. There will be short presentations and projects assigned four times each unit. At the end of Unit 1, a book report is due. At the end of Unit 2, a campaign project is due. At the end of the course, a five-page research paper is due.
Paper or electronic copy of Richard Adams' "Watership Down," paper or electronic copy of Elie Wiesel's "Night." All other reading assignments will be provided in the learners' workbook.
Learners are assessed on weekly homework, participation in live classes, journal entries, projects, and the research paper. The final grade is calculated as follows: Grammar/Language Usage/Literary Device Worksheets: 10 percent Speaking and Listening (In-Class Participation and Projects): 10 percent Journal: 20 percent Unit 1 Book Report: 10 percent Unit 2 Campaign Project: 10 percent Research Paper Scaffold Assignments: 10 percent Final Research Paper: 30 percent Students receiving a C (70 percent) or greater in the class, will receive a letter of completion at the end of the course.
1 hour 30 minutes per week in class, and an estimated 2 - 4 hours per week outside of class.
As we study literature students will engage with stories from different cultures, religions, and times. Some of these stories will contain depictions of colonization, violence, slavery, genocide, war, disease, death, racism, sexism, heterosexism, and oppression. The historical realities we will study are disturbing to almost all students, but may be especially difficult for some learners. Please consider whether your learner is ready to grapple with this content before enrolling. In addition, this class will address a diversity of experiences in the literature we read. Students will learn about the experiences of people of different religions, races, genders, sexes, and sexual orientations. Some of the literature may contain depictions of smoking, alcohol usage, and sexuality. All of the literature used in this course is recommended for middle school readers and will be discussed in as age-appropriate manner as possible while also allowing learners to make their own connections. These connections may lead to conversations about current political debates and modern controversies. My objective when this happens is to facilitate a civil, thoughtful, leaner-led conversation in which students arrive at connections through their own analysis.
The United States Holocaust Memorial Museum, Echoes & Reflections: Teaching the Holocaust Inspiring the Classroom, Facing History and Ourselves, Vancouver Holocaust Education Centre, The World Holocaust Remembrance Center, "Watership Down" by Richard Adams, "Night" by Elie Wiesel, "Watership Down" the movie, "The Story of Night" from the "New York Times," Oprah Winfrey's interview with Elie Wiesel video, "The Perils of Indifference" by Elie Wiesel, Martin Niemöller, “First They Came…”, "Never Shall I Forget" by Elie Wiesel, “One Friday Morning” by Langston Hughes, “Lather and Nothing Else” by Hernando Tellez, “One of These Days” by Gabriel García Márquez, “The Friday Everything Changed” by Anne Hart, “The Aged Mother” By Matsuo Bashō, “The Last Class: The Story of a Little Alsatian” by Alphonse Daudet, “Excerpt from Black Beauty: The Autobiography of a Horse” by Anna Sewell, “Identity” by Julio Noboa, “The Blind Men and the Elephant” by John Godfrey Saxe, “There Will Come Soft Rains” by Sara Teasdale, “Caged Bird” by Maya Angelou, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge.
The Foster Woods Folk School, Teaching the Humanities Within an EcoSocial Justice Framework
🇺🇸Lives in the United States
286 total reviews
225 completed classes
From ancient times, humans have used stories to better understand themselves and their place in the universe. Stories explain our past and how we can create a better time and world for ourselves and those who will come after us. This is the heart...