When Women Write: Little Women Self-Paced
A 5-week literature study of Louisa May Alcott's classic, Little Women. Go at your own pace! #academic
Kendra Fletcher
Average rating:
5.0
Number of reviews:(533)
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What's included
5 pre-recorded lessons
5 weeks
of teacher support1 year access
to the contentHomework
2-4 hours per week. Weekly reading, optional creative projects, and an essay.Assessment
Assessments are offered through project and essay feedback.Grading
Letter grades on a 100-point scale (American system) are offered when requested prior to the start date of the course. Once the course has begun, I will not be able to offer a letter grade if not previously requested.Class Experience
US Grade 8 - 11
Each lesson's teaching videos will be uploaded to the classroom and questions and assignments will be posted for the week. You can watch the video when it works for you and answer the questions on your time schedule. Flexibility is key! -We will stick to a reading schedule that guarantees book completion in the 5-week course time. It's a lot of reading (roughly 10 chapters per week), but listening to an audio version is perfectly acceptable if that is better for you. However, you will want to be able to take notes. -Class participation and discussion by way of the chat feature will a great way for us to learn together. Come prepared to talk (type!) about the story, the chapters we're covering, unfamiliar 19th-Century vocabulary, and give us your thoughts and opinions about Louisa May Alcott's 𝑳𝒊𝒕𝒕𝒍𝒆 𝑾𝒐𝒎𝒆𝒏. -We will have weekly creative project options, such as dramatic readings, recipes to try, quotes to illustrate, and other goodies I’ll offer to those who’d like to enhance their reading with some creativity. Students will have the opportunity to share their finished work with me and each other, if they like. -An essay topic will be assigned during the 3rd week so that you can begin forming an opinion and a thesis. I will read and return your essay with notes and feedback, with the goal of helping you be a better reader and lover of literature.
Learning Goals
CCSS
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS
RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
CCSS
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.
CCSS
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
CCSS
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS
RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
CCSS
W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS
W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS
W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS
W.8.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS
W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Syllabus
5 Lessons
over 5 WeeksLesson 1:
An Introduction to Louisa May Alcott and Little Women
In this lesson, you will be introduced to one of the most important female authors of American Literature. How is Alcott's life a guide to her writing? Why is Little Women an influential work? When you have finished viewing the lecture, you'll be prepared to read the first 11 chapters. Lesson 2:
Discussing Chapters 1-11
In this lesson, we will discuss chapters 1-11. We will also discuss the week’s project, as letter writing was crucial to communication in the 1800’s. Lesson 3:
Discussing Chapters 12-23
In this lesson, we will discuss chapters 12-23. We will also discuss the essay project and what to expect. Lesson 4:
Discussing Chapters 24-35
In this lesson, we will discuss chapters 24-35. We will also discuss contemporary critical analysis of Little Women. Other Details
Supply List
A syllabus will be provided for download. I will also provide links to relevant materials, such as videos to watch. A copy of Little Women will be required. There are several free online versions which I encourage you to use, but if you want a hard copy (great for underlining and making your own notes as we read), I suggest The Sterling Unabridged, 𝘛𝘩𝘦 𝘈𝘯𝘯𝘰𝘵𝘢𝘵𝘦𝘥 𝘓𝘪𝘵𝘵𝘭𝘦 𝘞𝘰𝘮𝘦𝘯, or the Oxford World's Classics. As long as your copy is unabridged, you're good to go!
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined April, 2019
5.0
533reviews
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Teacher expertise and credentials
Bachelor's Degree in Music or Theatre or Arts from University of the Pacific
Growing up without sisters, 𝑳𝒊𝒕𝒕𝒍𝒆 𝑾𝒐𝒎𝒆𝒏 had instant appeal to me because I so envied the relationships of the March sisters. Their story of growing up and becoming such unique women moved me deeply, both because of its compelling personal narrative and because Ms. Alcott was such a masterful storyteller. As an author myself, I particularly enjoy studying the works and perspectives of other female authors.Reviews
Self-Paced Course
$16
weekly5 pre-recorded lessons
5 weeks of teacher support
Choose your start date
1 year of access to the content
Completed by 14 learners
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Ages: 13-17
