Plan de estudios completo de lengua y literatura inglesa: lectura, redacción de ensayos y debate

𝗪𝗵𝗮𝘁 𝘁𝗼 𝗘𝘅𝗽𝗲𝗰𝘁:
Learners will engage in a 12-week high school level English Language Arts course (reading, writing, grammar, and speaking) that meets twice per week.  Learners will have weekly short story readings, formal essay writing, and a creative short story project with peer reviews. Students will write five formal essays, and three informal writings which will require revision.  They will also craft their own short story, beginning in week four and continuing throughout the semester. Peer reviews and final presentations will culminate this creative journey. 

𝗖𝗼𝘂𝗿𝘀𝗲 𝗕𝗲𝗻𝗲𝗳𝗶𝘁𝘀:
This intensive course is designed to be beneficial for high school students by enhancing their critical reading and writing skills, which are essential for academic success. The rigorous writing assignments and creative projects not only improve writing proficiency but also build a strong portfolio that students can showcase for college applications or future opportunities. The comprehensive curriculum ensures students develop a well-rounded skill set in English Language Arts, preparing them for higher education and beyond.

𝗖𝗼𝘂𝗿𝘀𝗲 𝗦𝗰𝗵𝗲𝗱𝘂𝗹𝗲:
𝘗𝘭𝘦𝘢𝘴𝘦 𝘴𝘦𝘦 𝘴𝘺𝘭𝘭𝘢𝘣𝘶𝘴 𝘧𝘰𝘳 𝘸𝘦𝘦𝘬𝘭𝘺 𝘤𝘭𝘢𝘴𝘴 𝘣𝘳𝘦𝘢𝘬𝘥𝘰𝘸𝘯.

𝗖𝗼𝘂𝗿𝘀𝗲 𝗦𝘁𝗿𝘂𝗰𝘁𝘂𝗿𝗲:
Classes will include lectures explaining writing tasks and discussions on weekly short story readings. Students will receive feedback on all submissions. Peer reviews are mandatory for the creative writing project worked on throughout the course. Discussions, starting from week three, will be student-led. All essays will be formal, adhering to high school/college standards. The creative writing project will be a short story of at least two full pages.

𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗦𝘁𝘆𝗹𝗲 𝗮𝗻𝗱 𝗜𝗻𝘁𝗲𝗿𝗮𝗰𝘁𝗶𝗼𝗻:
The class will combine lectures, student-led discussions, and interactive activities, including peer reviews and presentations. Lectures will clarify writing tasks, while discussions will foster a deeper understanding of the readings. Students will also engage in peer feedback sessions to enhance their writing skills.

𝗜𝗻𝗰𝗹𝘂𝘀𝗶𝘃𝗶𝘁𝘆 𝗮𝗻𝗱 𝗔𝗰𝗰𝗼𝗺𝗺𝗼𝗱𝗮𝘁𝗶𝗼𝗻𝘀:
Academy classes are inclusive to all learners, fostering a respectful environment for everyone, regardless of religious, political, cultural, socioeconomic, racial, ethnic, gender, sexuality, or nationality. If accommodations or modifications are needed, please contact us to determine the best fit for your learner.  While this is a "camera-optional" class, it is highly recommended for discussion class days.


Writing:
~Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
~ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
~ Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
~Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.


Reading:
~Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
~Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
~Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
~Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
~Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Speaking and Listening 
~Initiate and participate in a range of collaborative discussions about the text, their ideas, and perspectives
~Present information and findings using supporting evidence (text-to-text/life/world) so listeners can follow their reasoning and offer alterne perspectives.