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Lector universitario: Cumbres borrascosas de Emily Brontë
Cumbres borrascosas a menudo figura en las listas de novelas que se espera que los estudiantes hayan leído cuando son estudiantes universitarios. Descubra la inspiradora profundidad y riqueza del texto en este memorable curso que analiza el trabajo esencial de Emily Brontë. #académico
Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 9 - 12
Alineado con State-Specific Standards
Are you a college-bound middle or high school student looking to read the best of literature that universities will have expected you to read before arriving on campus? If you're someone who loves to read, you probably can't wait to get started. But what if you are a reluctant reader who knows you'll have to read this stuff and try to at least make a stab at understanding it? Either way, we're going to bring this essential novel to life and enjoy the ride! 𝑾𝒖𝒕𝒉𝒆𝒓𝒊𝒏𝒈 𝑯𝒆𝒊𝒈𝒉𝒕𝒔 is hailed as...
5 lessons//5 Weeks
Week 1Lesson 1Introductory Lecture and DiscussionDuring the first live meeting, I will be introducing you to the author and the novel, focusing on cultural, historical, and social issues covered in the story. You don't need to have any of 𝘞𝘶𝘵𝘩𝘦𝘳𝘪𝘯𝘨 𝘏𝘦𝘪𝘨𝘩𝘵𝘴 read yet, but feel free to start it if you like.Week 2Lesson 2Discussing Volume I, Chapters 1-8During the live meeting, we will discuss Volume I, Chapters 1-8 by Socratic method. We will also discuss the week’s project and assignments.Week 3Lesson 3Discussing Volume I, Chapters 9-14During the live meeting, we will discuss Volume I, Chapters 9-14 by Socratic method. We will also share our projects and discuss the essay due at the end of the course.Week 4Lesson 4Discussing Volume II, Chapters 1-10During the live meeting, we will discuss Volume II, Chapters 1-10 and projects from the previous week.Week 5Lesson 5Discussing Volume II, Chapters 11-20During the live meeting, we will discuss Volume II, Chapters 11-20 and projects from the previous week. We will wrap up our study of 𝘞𝘶𝘵𝘩𝘦𝘳𝘪𝘯𝘨 𝘏𝘦𝘪𝘨𝘩𝘵𝘴.
- Students will become familiar with Emily Brontë's 𝑾𝒖𝒕𝒉𝒆𝒓𝒊𝒏𝒈 𝑯𝒆𝒊𝒈𝒉𝒕𝒔, learn to identify its theme and motifs, and be able to draw educated conclusions from our rhetorical discussions. Gothic and Romantic genres are discussed and students will become familiar with literary devices and strategies. 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.
2 - 4 horas semanales fuera de clase
Tarea
Frecuencia: incluidoComentario: incluidoDetalles: Learners will be expected to read the week's chapters, do the correlating projects, and most of all, jump into the discussions we have each week. I give a lot of space for learning disabilities and non-neurotypical learners (I have a few in my own home!), so if you're hesitant about the class format, please reach out to me.Evaluación
Frecuencia: incluidoDetalles: Essays are carefully read and I provide feedback for each learner. Grades are available upon request.Calificación
Frecuencia: incluidoDetalles:
You will need a copy of 𝑾𝒖𝒕𝒉𝒆𝒓𝒊𝒏𝒈 𝑯𝒆𝒊𝒈𝒉𝒕𝒔, and there are free sources available online. An audiobook version is a great idea if you are a reluctant reader, but you'll also want to underline and make notes in a copy of the book where you can.
Emily Brontë's novel is not graphic in its depictions, but as mentioned above, there is psychological violence typical of Victorian gothic storytelling. A good resource for deciding if this novel is right for your learner is the Common Sense Media website.
Experiencia y certificaciones del docente
Licenciatura en Música o Teatro o Artes desde University of the Pacific
What happens when a learner is given the time and space to soak in a story and allow it to change their life? “Aha!” moments are my goal, and it’s why I adore leading worthwhile discussions about classic books. What good is it if we require a teen...
Reseñas
Clase grupal
89 US$
por 5 clases1 x por semana, 5 semanas
50 min
Completado por 3 alumnos
Videoconferencias en vivo
Edades: 14-18
1-8 alumnos por clase