for 32 classes
11.° grado, semestre I: Literatura, gramática, vocabulario y escritura
Completado por 3 alumnos
Edades 13-18
Curso grupal en vivo
Videoconferencias en vivo
2 x por semana, 16 semanas
2-12 alumnos por clase
60 min
Qué está incluido
32 reuniones en vivo
32 horas presencialesTarea
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 write a five paragraph compare and contrast essay.Letra de calificación
There will be three in-class quizzes throughout the semester. Any request by a family to have their learner abstain from quizzes will be honored.Informe de progreso
Attendance: 30% Homework: 30% Quizzes: 20% Compare/Contrast Essay: 20%.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 11
Nivel Intermediate
Students will complete reading assignments outside of the class, though we will read segments together during our discussions. In addition to reading assignments for home work, there are short writing assignments, higher-level comprehension questions, and a compare and contrast essay. We will have lectures, group discussions, group work, Socratic seminars, Youtube videos, implicit 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: The Importance of Being Earnest by Oscar Wilde Poets: Sappho Maggie Smith William Carlos Williams Short Story: How Much Land Does a Man Need? by Leo Tolstoy Novella: The Pearl by John Steinbeck Novel: The Great Gatsby by F. Scott Fitzgerald Expository: Various non-fiction essays and articles related to the topics and themes of the literature we read. ____________________________________________________________________ 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, and writing assignments. The play and novel 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: How Much Land Does a Man Need?/short story/intro to Tolstoy Week 2~Day A: How Much Land Does a Man Need?/analyze Day B: Sappho/Poetry Week 3~Day A: The Great Gatsby/novel/intro to Fitzgerald and the 'Jazz Age' Day B: The Great Gatsby/character development Week 4~Day A: The Great Gatsby/character devlopment/archetypes B: The Great Gatsby/plot development Week 5~Day A: The Great Gatsby/tone and mood Day B: The Great Gatsby/author's style Week 6~Day A: Socratic Seminar The Great Gatsby Day B: William Carlos Williams/poetry Week 7~Day A: Grammar Focus/catch up Day B: Cumulative Quiz Week 8~Day A: Expository analysis Day B: Maggie Smith/poetry Week 9~Day A: The Pearl/novella/introduction to John Steinbeck Day B: The Pearl/setting/character development Week 10~Day A: The Pearl/author's style/figurative language Day B: The Pearl/plot development/theme/ tone and mood Week 11~Day A: Socrative Seminar The Pearl Day B: Cumulative Quiz Week 12~Day A: Compare and Contrast/writing Day B: Compare and Contrast/writing Week 13~Day A: The Importance of Being Earnest/play/introduction to Oscar Wilde and social satire Day B: The Importance of Being Earnest/play/setting and mood Week 14~Day A: The Importance of Being Earnestplay/conflict and rising action Day B: The Importance of Being Earnest/play/character development Week 15~Day A: The Importance of Being Earnest/play/satirical characteristics Day B: Socratice Seminar The Importance of Being Earnest Week 16~Day A: Cumulative Assessment Day B: class wrap up/writing and sharing
Metas de aprendizaje
Students will be able to:
~write a five paragraph essay
~identify the genre of a text
~identity the seven plot elements
~identify and discuss the various elements of character development
~identify and define archetypes in stories
~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
Programa de estudios
Plan de estudios
Sigue en plan de estudios Teacher-CreatedEstándares
Alineado con Common Core State Standards (CCSS)32 Lecciones
más de 16 semanasLección 1:
Introduction/review terms
Relevant Literary terms and definintions
60 minutos de lección en vivo en línea
Lección 2:
Introduction to Tolstoy
Biography reading and short story elements
60 minutos de lección en vivo en línea
Lección 3:
How Much land Does a Man Need?
Analyze plot elements
60 minutos de lección en vivo en línea
Lección 4:
Sappho
Poetry analysis
60 minutos de lección en vivo en línea
Otros detalles
Orientación para padres
Violence
Death
Racism
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
Además del aula de Outschool, esta clase utiliza:
Fuentes
All poems and expository texts will provided by teacher using a digital copy.
It is recommended that learners purcahde the novel, the novella, and the play as a hard copy for easy annotation.
Conoce al profesor
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 twenty-five years of teaching experience. I have taught middle and high school school. I approach sensitive topics in texts by modeling sensitivity and maturity during open discussions with students.
Reseñas
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