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Lector con destino a la universidad: semestre de literatura de Steinbeck, Brontë y Hawthorne
Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 9 - 12
Nivel Advanced
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 these essential novels to life and enjoy the ride! 𝑻𝒉𝒆 𝑺𝒄𝒂𝒓𝒍𝒆𝒕 𝑳𝒆𝒕𝒕𝒆𝒓 Nathaniel...
13 lessons//13 Weeks
Week 1Lesson 1Introductory Lecture and Discussion: The Scarlet LetterDuring 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 𝘛𝘩𝘦 𝘚𝘤𝘢𝘳𝘭𝘦𝘵 𝘓𝘦𝘵𝘵𝘦𝘳 read yet, but feel free to start it if you like.Week 2Lesson 2Discussing The Scarlet Letter: The Custom House and Chapters 1-6During the live meeting, we will discuss Chapters 1-6 by Socratic method. We will also discuss the week’s project and assignments.Week 3Lesson 3Discussing The Scarlet Letter Chapters 7-12During the live meeting, we will discuss Chapters 7-12 by Socratic method. We will also share our projects and discuss the essay due at the end of the course.Week 4Lesson 4Discussing The Scarlet Letter Chapters 13-19During the live meeting, we will discuss Chapters 13-19 and projects from the previous week.Week 5Lesson 5Discussing The Scarlet Letter Chapters 20-24During the live meeting, we will discuss Chapters 20-24 and projects from the previous week. We will wrap up our study of 𝘛𝘩𝘦 𝘚𝘤𝘢𝘳𝘭𝘦𝘵 𝘓𝘦𝘵𝘵𝘦𝘳Week 6Lesson 6Introductory Lecture and Discussion: Of Mice and MenIntroduction 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 𝘖𝘧 𝘔𝘪𝘤𝘦 𝘢𝘯𝘥 𝘔𝘦𝘯 read yet, but feel free to start it if you like.Week 7Lesson 7Discussing Of Mice and Men Chapters 1-3During the live meeting, we will discuss Chapters 1-3 by Socratic method. We will also share our projects and discuss the essay due at the end of the course.Week 8Lesson 8Discussing Of Mice and Men Chapters 4-6During the live meeting, we will discuss Chapters 4-6 and projects from the previous week. We will wrap up our study of 𝘖𝘧 𝘔𝘪𝘤𝘦 𝘢𝘯𝘥 𝘔𝘦𝘯.Week 9Lesson 9Introductory Lecture and Discussion: Wuthering HeightsDuring 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 10Lesson 10Discussing Wuthering Heights 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 11Lesson 11Discussing Wuthering Heights 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 12Lesson 12Discussing Wuthering Heights Volume II, Chapters 1-10 (Chapters 15-24)During the live meeting, we will discuss Volume II, Chapters 1-10 (Chapters 15-24) and projects from the previous week.Week 13Lesson 13Discussing Wuthering Heights Volume II, Chapters 11-20 (Chapters 25-34)During the live meeting, we will discuss Volume II, Chapters 11-20 (Chapters 25-34) and projects from the previous week. We will wrap up our study of 𝘞𝘶𝘵𝘩𝘦𝘳𝘪𝘯𝘨 𝘏𝘦𝘪𝘨𝘩𝘵𝘴.
- Students will become familiar with three essential Western novels, learn to identify their themes and motifs, and be able to draw educated conclusions from our rhetorical discussions. 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: I am happy to provide letter grades when requested. Grades will be a combination of class participation, essays, and comments in the classroom for a general final grade. All essays are read and returned to learners with notes, helpful suggestions, and plenty of encouragement.Calificación
Frecuencia: incluidoDetalles:
You will need copies of 𝘛𝘩𝘦 𝘚𝘤𝘢𝘳𝘭𝘦𝘵 𝘓𝘦𝘵𝘵𝘦𝘳, 𝘖𝘧 𝘔𝘪𝘤𝘦 𝘢𝘯𝘥 𝘔𝘦𝘯, and 𝘞𝘶𝘵𝘩𝘦𝘳𝘪𝘯𝘨 𝘏𝘦𝘪𝘨𝘩𝘵𝘴. 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.
The story of 𝘛𝘩𝘦 𝘚𝘤𝘢𝘳𝘭𝘦𝘵 𝘓𝘦𝘵𝘵𝘦𝘳 centers around Hester Prynne, a married woman who becomes a social outcast when she conceives a child out of wedlock during her husband's long absence. Forced by the outraged Puritan townspeople to wear a red letter "A" for adultery on the breast of her gown, Hester refuses to name her daughter's father and accepts a life set apart from nearly everyone she knows. There is not any sexual content in the book, but of course, the subject of a child born out of wedlock will be discussed. Common Sense Media's page will give you an accurate view of some strong language and references to racism/sexism in 𝑶𝒇 𝑴𝒊𝒄𝒆 𝒂𝒏𝒅 𝑴𝒆𝒏. Please read their page thoroughly if you have any concerns about your student reading this novel. 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
230 US$
por 13 clases1 x por semana, 13 semanas
50 min
Completado por 2 alumnos
Videoconferencias en vivo
Edades: 15-18
2-6 alumnos por clase