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Middle School Literature-Based Language Arts: Middle Ages Historical Fiction
In this five week course, learners will read three examples of historical fiction following young teens developing their identity in the middle ages and study spelling, grammar, writer's craft, and history.
222 total reviews for this teacher
1 review for this class
Completed by 5 learners
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learners per class
$15 per class
Meets 2x per week
Over 5 weeks
45 minutes per class
There are no open spots for this class.
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This class goes a step beyond your average book club and is designed to support neurodivergent learners. The texts are chosen with high concepts and interest but with easier language. Texts chosen are available on platforms with dyslexia-friendly options including audiobooks. Explicit phonics/spelling instruction is provided to allow students continued exposure and support. Scaffolding is provided for new or non-literal language. The course is taught by a neurodivergent educator....
This class is taught in English.
Learners will gain an understanding of historical fiction as a genre and identify key works. Learners will practice reading and interpreting poetry each week. Learners will gain knowledge about the middle ages in Western Europe and Korea. Learners will improve their grammar and spelling skills. Learners will develop an appreciation of writer's craft in fiction works. Learners will gain confidence with creative writing. Students will gain an understanding CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts) CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. 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, and description, 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. 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. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience
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. In this thesis, I critically analyzed middle grades literature for representations of complex issues related to neurodivergency and disability across genres. 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.
Students will complete daily reading and writing activities Tuesday, Wednesday, and Thursday. This should take approximately 30 minutes to one hour per day.
Learners will need the printed workbook designed and provided by the teacher as well as a pencil and notetaking supplies. Learners will need a copy of each of the three unit texts A Single Shard by Linda Sue Park The Midwife's Apprentice by Karen Kushman Castle Diary by Richard Platt
Students can be provided with a weekly progress report. Students will complete a final project.
1 hour 30 minutes per week in class, and an estimated 2 - 4 hours per week outside of class.
These novels cover historical themes and feature brief scenes of non-graphic violence. The Midwife's apprentice contains non-graphic allusions to infidelity and mentions of birthing complications including stillbirth. There are brief depictions of animal cruelty and historical butchering practices. There is period-typical sexism. One novel features off-screen character death due to an accident. Novels feature occasional "potty" humor appropriate for a late elementary audience. Learners will use nearpod to complete activities during class-time. Learners will click a link in chat and enter their first name, initial, or nickname. They should not enter their full name and no other information is collected. Learners do not need to create an account or remember a password.
A Single Shard by Linda Sue Park The Midwife's Apprentice by Karen Kushman Castle Diary by Richard Platt Academic Sources: French, R., & French, R. K. (2003). Medicine before science: The business of medicine from the Middle Ages to the Enlightenment. Cambridge University Press. Toy, S. (1985). Castles: Their construction and history. Courier Corporation. Uncovering The Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy by Denise Eide Kramnick, J. B. (1997). The making of the English canon. PMLA, 112(5), 1087-1101. Thein, A. H., Beach, R., & Fink, L. (2013). Critiquing and constructing canons in middle grade English language arts classrooms. Voices from the Middle, 21(1), 10.
Education as Unique as Your Learner
🇺🇸Lives in the United States
222 total reviews
146 completed classes
I am an autistic adult with a masters degree in museum and museum evaluation focusing on applying science to museums and museums as a place of informal learning for neurodiverse learners. In my undergraduate education, I elementary education,...