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for 32 classes
Clase

10.º grado, semestre II: literatura, vocabulario, gramática y redacción de ensayos en lengua y literatura inglesa

Completado por 6 alumnos
Edades 14-18
Curso grupal en vivo
Durante este semestre de dieciséis semanas continuaremos leyendo, analizando y escribiendo sobre literatura y textos expositivos utilizando las habilidades y los objetivos enseñados en las aulas de Artes del Lenguaje Inglés de décimo grado.
Puntuación media:
4.9
Número de reseñas:
(126 opiniones)

Videoconferencias en vivo
2 x por semana, 16 semanas
3-12 alumnos por clase
60 min

Qué está incluido

32 reuniones en vivo
32 horas presenciales
Tarea
2-4 horas por semana. Students will have homework assignments after each class consisting of a reading assignment and a writing assignment. They will also have a creative final project which includes a five paragraph research paper and a choice of a one-pager, a poster, a painting, a writing, etc.
Letra de calificación
3-6 durante toda la clase

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. 10
Nivel Intermediate
Students will complete reading assignments outside of the class, though we will read segments together during our discussions, especially plays and poetry.  In addition to reading assignments for home work, there are writing assignments, higher-level comprehension questions, and a creative final project which includes a short research paper. Students will learn how to write a five paragraph essay. We will have lectures, group discussions, group work, Socratic seminars, Youtube videos, explicit grammar instruction, and vocabulary in context.  I incorporate plenty of time for students to talk and ask questions, as I believe this helps them learn and retain information. I differentiate my instruction based on the learning styles and needs of individual students, including social/emotional needs and challenges. I use graphic organizers to help students manage new information and discuss options for individualized note-taking strategies.  

The following is a list of texts we will read and analyze, followed by a rough breakdown of the sixteen week class schedule:  

Play: An Inspector Calls by J.B. Priestley

Poets: Jamaal May
           Rumi
           Anne Bradstreet
           Percy Shelley
           Shakespeare
             
Short Stories:  Ruthless by William de Mille
                         Everyday Use by Alice Walker

Novel: The Secret Life of Bees by Sue Monk Kidd

Expository: Various non-fiction essays and articles related to the topics and themes of the literature we read, including:

            Impressions of America by Oscar Wilde
            Museum Indians by Susan Power    
___________________________________________________________________________________________________    
There are two classes each week, Day A and Day B. Each class will have a homework assignment that will be reviewed at the beginning of the next class meeting. Every week there will be some sort of lecture, discussion of the current text, relevant vocabulary, an expository article/essay, and writing assignments. The play and the two novels will culminate with a Socratic Seminar as a venue for students to demonstrate their understanding of the text. 
       
Week 1~Day A: Introductions/warm-ups/discuss class schedule and expectations/discuss final project/discuss homework 
              Day B: Ruthless/short story
Week 2~Day A: There Are Birds Here/poetry 
              Day B: Background for The Secret Life of Bees
Week 3~Day A: The Secret Life of Bees
              Day B: The Secret Life of Bess/Essay writing
Week 4~Day A: The Secret Life of Bees/Essay writing
              Day B: The Secret Life of Bees/Essay writing
Week 5~Day A: The Secret Life of Bees/Essay writing  
              Day B: Socratic Seminar The Secret Life of Bees 
Week 6~Day A: Shakespeare sonnet/poem
              Day B: Anne Bradstreet/poem comparison
Week 7~Day A:  Impressions of America/essay writing
               Day B: Impressions of America/essay writing
Week 8~Day A: Catch up
              Day B: Grammar Focus
Week 9~Day A: Percy Shelley/poem
              Day B: Museum Indians/expository
Week 10~Day A: Museum Indians
                Day B: Everyday Use/short story
Week 11~Day A: Everyday Use/short story
Week 12~Day A: Cause and Effect/non-fiction
                 Day B: Cause and Effect/writing
Week 13~Day A: Rumi/poem
                Day B:  An Inspector Calls
Week 14~Day A: An Inspector Calls 
                Day B: An Inspector Calls
Week 15~Day A: An Inspector Calls
                Day B: Socratice Seminar An Inspector Calls
Week 16~Day A: Final Project
                Day B: Final Project/class wrap up

Metas de aprendizaje

Students will be able to: 
~write a five paragraph essay
~define and identify characteristics of magical realism 
~identify the genre of a text 
~identity the seven plot elements  
~identify and discuss the various elements of character development  
~identify tone and mood using citations from the text  
~make inferences from the text using correct citations from the text  
~identify various literary devices and elements and analyze their impact on the plot and character development  
~identify the internal and external conflicts various characters experience 
~identify and differentiate between types of conflict: man vs, man/man vs. self/man vs. nature  
~write brief summaries of specific passages of the text  
~compare and contrast characters in a text and in multiple texts 
~identify the narrator's point of view (perspective) first, second, or third person  
~identify the topic and theme of a text 
~evaluate the validity of a thesis in a non-fiction text 
~write essay responses to higher-level comprehension questions about a text 
~write a five paragraph research paper using MLA Format

Otros detalles

Orientación para padres
Racism Violence
Lista de útiles escolares
~the ability to print out various handouts provided by teacher, or student may draw/write/copy the handouts (graphic organizers) on their own paper  
~highlighter/pencil for annotating (or familiarity with digital annotation tools if using digital copy of text)  
~notebook for taking notes (or digital method of note-taking)  
~misc. items as needed based on student's choice for final project (poster board, markers, other art supplies)
Recursos externos
Fuentes
Students will need a hard copy, or digital copy, of the texts listed above to read and annotate. All of the plays, short stories, and the novel can be found on the internet as a free PDF for printing or can be purchased inexpensively. I will give students digital access to the poems and essays/articles we read.

Conoce al profesor

Se unió el July, 2020
4.9
126reseñas
Perfil
Experiencia y certificaciones del docente
Carolina del Norte Certificado de Docencia en Artes del lenguaje inglés
I am a certified 9-12 English Language Arts teacher with 23 years of teaching experience. I approach sensitive topics in texts by modeling sensitivity and maturity during open discussions with students.

Reseñas



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