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Reading and Writing With a True Crime Focus: The Most Notorious Cases in America

Completed by 23 learners
Ages 12-16
Self-Paced Class
In this English Language Arts class, learners will become detectives as they sift through evidence and learn about cold cases, serial killers, murders, and much more, then write or present their findings.
Average rating:
4.9
Number of reviews:
(118 reviews)
Popular

6 pre-recorded lessons
6 weeks of teacher support
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1 year of access to the content

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What's included

6 pre-recorded lessons
6 weeks
of teacher support
1 year access
to the content
Homework
1-2 hours per week. Each week, learners will have a lecture video to watch and an optional response. They should expect to spend one to two hours a week completing both.
Assessment
Learners will be informally assessed through their written and/or video responses. I will provide feedback after each response is submitted. This feedback will include ways to for learners to improve their speaking and writing abilities, with skills to focus on for improvements, and optional additional assignments to practice these skills. I will not review these additional assignments. They are further practice and answer keys will be provided.

Class Experience

US Grade 7 - 10
Beginner - Advanced Level
True crime aficionados, internet sleuths, and crime junkies unite! 

In this English Language Arts (ELA) class, learners will not have any live meetings. If your learner just wants to join to hear about the cases, that is great! All assignments are optional. If you have an English Language Learner (ELL) that would like to work on their English grammar and writing skills, this class is a great opportunity! 

In this class, we will look at infamous crimes from a critical thinking point of view. We will learn about what happened and explore and discuss associated theories and events. These theories may include but are not limited to possible suspects, motives behind the crime, and other learner theories. 

Each week we will focus on a different goal, depending on the case, and learners will need to complete the following tasks:
-Watch an approximately 30  minute lecture video that presents the case information. The Dahmer and Anthony lectures are about 45 minutes. 
-Review evidence including forensic data, photographs, letters, court documents, police interviews, and autopsy reports, when available. There may be some cases where this is not available or accessible to the public- such as for ongoing or unsolved cold cases. Though crime scene photos may be shared, like in the case of Kurt Cobain and placement of his not, no blood or anything graphic will ever be shown. 
- (Optional) Complete a written and/or video response to the questions of the week. The questions involve an open-ended analysis, with no right or wrong answers. This will allow learners the opportunity to share their theories. They will need to support their theories with evidence from the lecture and documents provided. Responses can be posted in the classroom or sent to me in a private message. Written responses can be typed directly into the classroom or message, whereas video responses will need to be sent in a message as an attachment.


The lecture will begin with a discussion on what it means to be respectful- to each other and to the victims. Please note that dark and difficult topics are often approached from a humorous standpoint. The class will be kept lighthearted and humor is more than acceptable, though it must remain respectable. I will also present learning and discussion goals at the beginning of the lecture video. Two possible broader goals for classes may consist of either psychological or forensic analysis, depending on the case discussed and what data is available. Smaller goals will consists of identifying a motive for perpetrators, comparing their profiles to profiles of other serial killers learners may have prior knowledge of, identifying investigation strengths and weaknesses, and occasionally creating theories indicating who the perpetrator may be- if he/she/they are unknown or if there is a possible wrongful conviction. 

Certificates of completion are available upon request.  Personalized feedback will be provided weekly, typically on Sundays (Central Time) along with advice for additional practice that learners can do at home with their grownups. This may include additional, but optional, assignments for submission and feedback. Feedback will include areas your learner is accelerating in, as well as areas needing improvement.


Topics in this class may be sensitive to some learners and may include death and/or murder. I encourage parents/grownups to look at the schedule and make sure they feel the topics are appropriate for their learner(s). Since learners have different maturity levels and parents know their learners best, the age range is flexible. I have included trigger warnings next to the topics. 

A schedule can be found in the syllabus.

Learning Goals

Daily English Language Arts Skills Practiced in this class include but are not limited to:
-Expression and comprehension
- The interconnected nature of listening, speaking, reading, writing, and thinking
- Developing and sustaining foundational language skills
-Inquiry
-Critical thinking and analysis
-Literacy
-Building connections using prior knowledge
-Creating relationships among ideas

Additional learning goals are included with each topic.

Syllabus

Curriculum
Follows Teacher-Created Curriculum
Standards
Aligned with Common Core State Standards (CCSS)
6 Lessons
over 6 Weeks
Lesson 1:
Murder: Casey Anthony* (murder of a child)
 Try to use the forensic and circumstantial evidence to figure out what happened to Caylee Anthony. Who did it? Was it an accident? If not, what was the motive? We will focus on the weakness of circumstantial evidence (as opposed to forensic and direct evidence), the burden of proof, and "beyond a reasonable doubt." Learners will demonstrate comprehension by defining what "beyond a reasonable doubt" means, and whether the burden of proof was met, in their opinion. 
1 assignment
Lesson 2:
Mystery: D. B. Cooper* (plane hijacking)
 Create your own profile of D. B. Cooper and support it with what you know occurred during the hijacking. 
1 assignment
Lesson 3:
Missing: Jaliek Rainwalker* (possible murder of a child)
 Use the evidence provided to explain what you think happened to Jaliek. Was he murdered? Did he run away to join a gang? Did something else happen to him? Support your theory. 
1 assignment
Lesson 4:
Conspiracy: Kurt Cobain* (suicide)
 Did Cobain take his own life or was he murdered? If he was murdered, who is the alleged perpetrator(s)? What is the motive? Use the forensic and circumstantial evidence to support your theory. 
1 assignment

Other Details

Learning Needs
Through my teaching experience, I have worked with autistic learners, as well as those with ADHD and Dyslexia in an academic setting. I try my best to meet learners where they are by scaffolding- providing supports and room for growth.
Parental Guidance
Parental guidance is suggested as we will be discussing crime, murder, and death. All lecture videos will be embedded in the classroom. Case photos and documents will also be posted in the classroom, so learners will not need to access any third-party platforms.
Supply List
No supplies is required, but learners may want to bring a writing utensil and paper to take notes.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
FBI (FBI.gov) Crime Museum (Crimemuseum.org) Case Law (https://caselaw.findlaw.com) Missing Persons Center (missingpersonscenter.org)

Meet the teacher

4.9
118reviews
Popular
Profile
Teacher expertise and credentials
Texas Teaching Certificate in English/Language Arts
Master's Degree in Education from University of Texas of the Permian Basin
I have an associate's degree in criminal justice. I received a bachelor's degree in maritime studies from Texas A&M with minors in anthropology and English. I also have a master's degree in professional education from the University of Texas. I am certified to teach grades  7-12 (middle and high school level) English/Language Arts in the state of Texas. 

I also have four years of coursework in Criminal Justice (acquired before I changed my major as an indecisive young adult) and three years of experience working as an Investigator for Child Protective Services, where I gained an extensive knowledge of the criminal and civil justice systems. 

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