Español
Iniciar sesión
ELA en la escuela intermedia: artes del lenguaje inglés de séptimo y octavo grado
Beth Foster | Humanities Educator
Puntuación media:
4.9
Número de reseñas:(343)
Educador estrella
Popular
Este curso de 32 semanas incluye literatura, gramática, escritura, expresión oral, comprensión auditiva, presentación, procesos de un trabajo de investigación y más para cubrir los Estándares Básicos Comunes para Artes del Lenguaje Inglés de séptimo y octavo grado.
Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 7 - 8
Sigue en plan de estudios Teacher-Created
Alineado con Common Core State Standards (CCSS)
𝗜𝗺𝗽𝗼𝗿𝘁𝗮𝗻𝘁 𝗡𝗼𝘁𝗲𝘀: ❶ 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗔𝘀𝘀𝗶𝘀𝘁𝗮𝗻𝗰𝗲 If the class fee is a barrier to your learner's enrollment, message me for more information about payment plan options and scholarship opportunities. ❷ 𝗘𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁 𝗶𝗻 𝘁𝘄𝗼 𝗰𝗼𝘂𝗿𝘀𝗲𝘀/𝗲𝗻𝗿𝗼𝗹𝗹𝗺𝗲𝗻𝘁 𝗶𝗻 𝗰𝗼𝗻𝘀𝗲𝗰𝘂𝘁𝗶𝘃𝗲 𝘆𝗲𝗮𝗿𝘀 Learners registering for both the social studies and English language arts course in the same school year, or enrolling in one of the courses in the immediate consecutive school year following completion of the other course (for example,...
4 units//64 lessons//32 Weeks
Unit 1𝗡𝗼𝘃𝗲𝗹 𝗦𝘁𝘂𝗱𝘆-𝗥𝗶𝗰𝗵𝗮𝗿𝗱 𝗔𝗱𝗮𝗺𝘀' 𝑾𝒂𝒕𝒆𝒓𝒔𝒉𝒊𝒑 𝑫𝒐𝒘𝒏𝗡𝗼𝘃𝗲𝗹 𝗦𝘁𝘂𝗱𝘆-𝗥𝗶𝗰𝗵𝗮𝗿𝗱 𝗔𝗱𝗮𝗺𝘀' 𝑾𝒂𝒕𝒆𝒓𝒔𝒉𝒊𝒑 𝑫𝒐𝒘𝒏16 lessons8 WeeksWeek 1Lesson 1Introductions and Class AgreementsIntroductions and Class AgreementsLesson 2Allegory and Systems of GovernmentLecture/Discussion: Allegory and Systems of Government; Grammar: Noun Review; Speaking and Listening: Slideshow PresentationsWeek 2Lesson 3Allusion and Lapine VocabularyLecture/Discussion: Allusion and Lapine Vocabulary; Grammar: Plurals and PossessivesLesson 4ForeshadowingLecture/Discussion: Foreshadowing; Grammar: Appositives; Speaking and Listening: Student Slideshow PresentationsWeek 3Lesson 5AnthropomorphismLecture/Discussion: Anthropomorphism; Grammar: PronounsLesson 6IronyLecture/Discussion: Irony; Grammar: Action Verbs and Subject-Verb Agreement; Speaking and Listening: Book TalksWeek 4Lesson 7VerisimilitudeLecture/Discussion: Verisimilitude; Grammar: Transitive and Intransitive VerbsLesson 8ProverbsLecture/Discussion: Proverbs; Grammar: Helping and Linking Verbs; Speaking and Listening: Student Book Talks PresentationsWeek 5Lesson 9Character ComparisonsLecture/Discussion: Character Comparisons; Grammar: Gerunds, Participles, InfinitivesLesson 10Gender in the NovelLecture/Discussion: Gender in the Novel; Grammar: Past, Present, Future Verb Tenses; Speaking and Listening: Collegial DiscussionsWeek 6Lesson 11Themes in the NovelLecture/Discussion: Themes in the Novel; Grammar: Progressive TenseLesson 12Themes in the NovelLecture/Discussion: Themes in the Novel; Grammar: Perfect Tense; Speaking and Listening: Group Decision MakingWeek 7Lesson 13PlotLecture/Discussion: Plot; Grammar: Active and Passive VerbsLesson 14Comparing the novel to the movieLecture/Discussion: Comparing the novel to the movie; Grammar: Indicative, Imperative, and Subjective Verb Moods; Speaking and Listening: Student Committee ReportsWeek 8Lesson 15Wrapping up the novelLecture/Discussion: Wrapping up the novel; Grammar: Gerunds, Participles, InfinitivesLesson 16Presentation of Book ReportsUnit Paper Due: Book Report, Presentation of Book ReportsUnit 2𝗠𝗲𝗺𝗼𝗶𝗿-𝑵𝒊𝒈𝒉𝒕 𝗯𝘆 𝗘𝗹𝗶𝗲 𝗪𝗶𝗲𝘀𝗲𝗹𝗠𝗲𝗺𝗼𝗶𝗿-𝑵𝒊𝒈𝒉𝒕 𝗯𝘆 𝗘𝗹𝗶𝗲 𝗪𝗶𝗲𝘀𝗲𝗹16 lessons8 WeeksWeek 9Lesson 17Introduction to 𝑵𝒊𝒈𝒉𝒕Lecture/Discussion: Introduction to 𝑵𝒊𝒈𝒉𝒕; Grammar-Comparative, Superlative, Predicate AdjectivesLesson 18Fiction vs. Nonfiction, MemoirLecture/Discussion: Fiction vs. Nonfiction, Memoir; Grammar: Adverbs and Intensifiers, Comparative and Superlative; Speaking and Listening: Convince UsWeek 10Lesson 19Why do we need to hear stories of Holocaust survivors?Lecture/Discussion: Why do we need to hear stories of Holocaust survivors?; Grammar: Prepositions and Prepositional PhrasesLesson 20Creating Identity BoxesLecture/Discussion: Creating Identity Boxes; Grammar: Conjunctions and Interjections; Speaking and Listening: Convince Us PresentationsWeek 11Lesson 21Identity BoxesLecture/Discussion: Identity Boxes; Grammar: Sentence TypesLesson 22Identity and StoriesLecture/Discussion: Identity and Stories; Grammar: Simple and Compound Sentences; Speaking and Listening: Partner DiscussionsWeek 12Lesson 23Timeline of Elie Wiesel's LifeLecture/Discussion: Timeline of Elie Wiesel's Life; Grammar: Complex SentencesLesson 24How does trauma change identity?Lecture/Discussion: How does trauma change identity?; Grammar: Adjectives, adverbs, and noun clauses; Speaking and Listening: Partner DiscussionsWeek 13Lesson 25What is the purpose of memoir?Lecture/Discussion: What is the purpose of memoir? Why did Elie Wiesel write 𝑵𝒊𝒈𝒉𝒕?; Grammar: Capitalization and End MarksLesson 26What does it mean to bear witness? Why is it important?Lecture/Discussion: What does it mean to bear witness? Why is it important?; Grammar: Commas; Speaking and Listening: Small Group DiscussionWeek 14Lesson 27Wrapping Up the MemoirLecture/Discussion: Wrapping Up the Novel; Grammar: Semicolons and ColonsLesson 28𝑵𝒆𝒘 𝒀𝒐𝒓𝒌 𝑻𝒊𝒎𝒆𝒔 article, "The Story of Night"Lecture/Discussion: Discussion of 𝑵𝒆𝒘 𝒀𝒐𝒓𝒌 𝑻𝒊𝒎𝒆𝒔 article, "The Story of Night"; Grammar: Quotation Marks; Speaking and Listening: Small Group DiscussionsWeek 15Lesson 29Oprah Winfrey's video with Elie WieselDiscussion of Oprah Winfrey's video with Elie Wiesel; Grammar: Italics and UnderliningLesson 30Elie Wiesel's speech "The Perils of Indifference"Lecture/Discussion: Discussion of Elie Wiesel's speech "The Perils of Indifference"; Grammar: Apostrophes; Speaking and Listening: Large Group DiscussionsWeek 16Lesson 31Elie Wiesel's poem "Never Shall I Forget"Lecture/Discussion: Discussion of Elie Wiesel's poem "Never Shall I Forget"; Grammar: Hyphens, Ellipses, Dashes, ParenthesesLesson 32Human Rights Campaign PresentationsUnit Project Due: Human Rights Campaign, Presentation of Unit ProjectsUnit 3𝗦𝗵𝗼𝗿𝘁 𝗦𝘁𝗼𝗿𝘆 𝗮𝗻𝗱 𝗜𝗻𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗧𝗲𝘅𝘁𝗦𝗵𝗼𝗿𝘁 𝗦𝘁𝗼𝗿𝘆 𝗮𝗻𝗱 𝗜𝗻𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗧𝗲𝘅𝘁16 lessons8 WeeksWeek 17Lesson 33"One Friday Morning" by Langston HughesLecture/Discussion: Introduction to Short Stories; Language Usage-Word Roots, Prefixes, Suffixes, Dictionary Usage Reading Assignment: "One Friday Morning" by Langston HughesLesson 34"Jim Crow and the Great Migration"Lecture/Discussion: Sequence of Events, Interaction Between Events, How Ideas Influence Individuals and Events; Language Usage: Negatives and Double Negatives; Speaking and Listening: Note Taking; Research Paper: Choosing a Topic and Writing a Research Question Reading Assignment: "Jim Crow and the Great Migration"Week 18Lesson 35"Lather and Nothing Else" by Hernando TellezLecture/Discussion: Comparing Historical Fiction to Historical Account; Language Usage-Synonyms, Antonyms, Thesaurus Usage Reading Assignment: "Lather and Nothing Else" by Hernando TellezLesson 36"One of these Days" by Gabriel García MárquezLecture/Discussion: Story Elements and Inferences; Language Usage: Analogies; Speaking and Listening: Speeches, Research Paper: Preliminary Research Reading Assignment: "One of these Days" by Gabriel García MárquezWeek 19Lesson 37"The Friday Everything Changed" by Anne HartLecture/Discussion: Characterization, Relationships Between Characters; Language Usage-Homophones and Homographs Reading Assignment: "The Friday Everything Changed" by Anne HartLesson 38"Female WWII Pilots: The Original Fly Girls"Lecture/Discussion: Analyzing Dialogue; Language Usage: Connotations and Denotations; Speaking and Listening: Analyzing a Speech; Research Paper: Writing a Thesis Statement Reading Assignment: "Female WWII Pilots: The Original Fly Girls"Week 20Lesson 39“The Aged Mother” by Matsuo BashōLecture/Discussion: Compare Short Story and Article; Literary Device-Archetype Reading Assignment: “The Aged Mother” by Matsuo BashōLesson 40"Witchcraft in Salem"Lecture/Discussion: Traditional Literature and Its Purpose; Literary Device: Colloquialism; Speaking and Listening: Historical Speeches; Research Paper: Conducting Research and Choosing Good Sources Reading Assignment: "Witchcraft in Salem"Week 21Lesson 41“Herd Behavior"Lecture/Discussion: "Herd Behavior"; Literary Device-Dramatic Irony Reading Assignment: “Herd Behavior"Lesson 42"The Last Class: The Story of a Little Alsatian” by Alphonse DaudetClass 42: Lecture/Discussion: Plot; Literary Device: Mood; Speaking and Listening: Presentation of Historical Speeches; Research Paper: Plagiarism Reading Assignment: "The Last Class: The Story of a Little Alsatian” by Alphonse DaudetWeek 22Lesson 43"Why Dolphins Make Us Nervous"Lecture/Discussion: Analyzing Fiction; Literary Device-Tone Reading Assignment: "Why Dolphins Make Us Nervous"Lesson 44𝑩𝒍𝒂𝒄𝒌 𝑩𝒆𝒂𝒖𝒕𝒚 by Anna SewellLecture/Discussion: Evaluating Claims; Literary Device: Point of View; Speaking and Listening: Giving a Speech; Research Paper: Parenthetical Citations and Works Cited Page Reading Assignment: Excerpt from 𝑩𝒍𝒂𝒄𝒌 𝑩𝒆𝒂𝒖𝒕𝒚: 𝑻𝒉𝒆 𝑨𝒖𝒕𝒐𝒃𝒊𝒐𝒈𝒓𝒂𝒑𝒉𝒚 𝒐𝒇 𝒂 𝑯𝒐𝒓𝒔𝒆 by Anna SewellWeek 23Lesson 45“Conflicting News Reports on the Fate of the Sinking Titanic”Lecture/Discussion: What is News?; Literary Device-Exposition Reading Assignment: “Conflicting News Reports on the Fate of the Sinking Titanic”Lesson 46“How the News Media Works”Lecture/Discussion: Key Ideas and Details, Using Context Clues; Literary Device: In Medias Res; Speaking and Listening: Speech Presentations; Research Paper: Creating an Outline Reading Assignment: “How the News Media Works”Week 24Lesson 47“Titanic Officer Swears Wreck Due to Company's Neglect”Lecture/Discussion: Is the News Media Important?; Literary Device-Oxymoron Reading Assignment: “Titanic Officer Swears Wreck Due to Company's Neglect”Lesson 48End of Unit TriviaWrapping Up the Unit; Research Paper: Writing the IntroductionUnit 4𝗣𝗼𝗲𝘁𝗿𝘆 𝗮𝗻𝗱 𝗙𝗶𝗴𝘂𝗿𝗮𝘁𝗶𝘃𝗲 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲𝗣𝗼𝗲𝘁𝗿𝘆 𝗮𝗻𝗱 𝗙𝗶𝗴𝘂𝗿𝗮𝘁𝗶𝘃𝗲 𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲16 lessons8 WeeksWeek 25Lesson 49Introduction to PoetryLecture/Discussion: Introduction to Poetry; Literary Device-Simile Reading Assignment: “Identity" by Julio NoboaLesson 50Analyzing PoetryLecture/Discussion: Analyzing Poetry; Literary Device: Metaphors; Speaking and Listening: Evaluating Classmates Research Paper; Research Paper: Writing the First Draft and Formatting Reading Assignment: “The Blind Men and the Elephant” By John Godfrey SaxeWeek 26Lesson 51PerspectivesLecture/Discussion: Perspectives; Literary Device-Personification Reading Assignment: “There Will Come Soft Rains” By Sara TeasdaleLesson 52SonnetsLecture/Discussion: Sonnets; Literary Device: Voice; Speaking and Listening: Evaluating Classmates Research Paper; Reading Assignment: “Sonnet 43” by Elizabeth Barrett Browning; Page 1 of Research Paper Rough Draft DueWeek 27Lesson 53Maya AngelouLecture/Discussion: Maya Angelou; Literary Device-Alliteration Reading Assignment: “Caged Bird” By Maya AngelouLesson 54Introduction to "The Rime of the Ancient Mariner"Lecture/Discussion: Introduction to "The Rime of the Ancient Mariner"; Literary Device: Symbolism; Speaking and Listening: Evaluating Classmates Research Paper Reading Assignment: Part 1 of “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge; Page 2 of Research Paper Rough Draft DueWeek 28Lesson 55BalladsLecture/Discussion: Ballads; Literary Device-Imagery Reading Assignment: Part 2 of “The Rime of the Ancient Mariner” by Samuel Taylor ColeridgeLesson 56Romanticism Literary MovementLecture/Discussion: Romanticism Literary Movement; Literary Device: Parallelism; Speaking and Listening: Evaluating Classmates Research Paper Reading Assignment: Part 3 of “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge; Page 3 of Research Paper Rough Draft DueWeek 29Lesson 57Mythology in “The Rime of the Ancient Mariner”Lecture/Discussion: Mythology in “The Rime of the Ancient Mariner”; Literary Device-Paradox Reading Assignment: Part 4 of “The Rime of the Ancient Mariner” by Samuel Taylor ColeridgeLesson 58Allusion in “The Rime of the Ancient Mariner”Lecture/Discussion: Allusion in “The Rime of the Ancient Mariner”; Literary Device: Rhyme; Speaking and Listening: Evaluating Classmates Research Paper Reading Assignment: Part 5 of “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge; Page 4 of Research Paper Rough Draft DueWeek 30Lesson 59Themes in “The Rime of the Ancient Mariner”Lecture/Discussion: Themes in “The Rime of the Ancient Mariner”; Literary Device-Hyperbole Reading Assignment: Part 6 of “The Rime of the Ancient Mariner” by Samuel Taylor ColeridgeLesson 60Metaphor in “The Rime of the Ancient Mariner"Lecture/Discussion: Metaphor in “The Rime of the Ancient Mariner”; Literary Device: Onomatopoeia; Speaking and Listening: Preparing to Present Research Paper Reading Assignment: Part 7 of “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge; Complete Research Paper Rough Draft (Title Page,Week 31Lesson 61Wrapping Up “The Rime of the Ancient Mariner”Lecture/Discussion: Wrapping Up “The Rime of the Ancient Mariner”; Literary Device-Puns Reading Assignment: "Fun with Puns"Lesson 62Student Selected PoetryLecture/Discussion: Creating Puns; Literary Device: Motif; Speaking and Listening: Research Paper Presentations Reading Assignment: Student Selected PoetryWeek 32Lesson 63Research Paper PresentationsResearch Paper PresentationsLesson 64Awards and CelebrationAwards and Celebration
- Middle School English Language Arts is taught to common core standards. The learning goals of this class are to reinforce and expand learners' knowledge of literature, literary devices, grammar, language usage, speaking and listening skills, making presentations, writing, analyzing arguments, conducting research, and completing a research paper.
I have a master of arts degree in American history, and bachelor of arts degrees in political science, English, and communications with a journalism emphasis. I am lead teacher at The Foster Woods Folk School, which focuses on humanities education within an ecosocial justice framework aimed at celebrating and improving our connections as a global community of humans and non-humans living on Planet Earth. In this role, I work with learners of all ages with a primary focus of working with learners in grades three through 12. I was the director of a social justice center for three years during which time I routinely taught about and facilitated conversations about historical and current political events for both teen and adults participants. Before that, I was a newspaper editor and reporter for 15 years. I have been teaching history, social studies, and English Language Arts classes for several years.
2 - 4 horas semanales fuera de clase
Tarea
Frecuencia: 1-2 por semanaComentario: según sea necesarioDetalles: Following each class, learners will have a reading assignment, journal prompt to which they respond, and a grammar, language usage, or literary device worksheet or short project. There will be short presentations and projects assigned four times each unit. At the end of Unit 1, a book report is due. At the end of Unit 2, a campaign project is due. At the end of the course, a five-page research paper is due.Evaluación
Frecuencia: 7 o más durante toda la claseDetalles: Learners are assessed on weekly homework, participation in live classes, journal entries, projects, and the research paper. All student workbooks are graded throughout the course. The final grade is calculated as 70 percent from unit homework and 30 percent from the research paper. The Unit 1 grade is 90 percent weekly homework and 10 percent from the book report. The Unit 2 grade is 90 percent from weekly homework and 10 percent from the human rights campaign project. The Unit 3-4 grade is 90 percent from weekly homework and 10 percent from research paper scaffold assignments. The weekly homework grades are: 25 percent language worksheets 25 percent speaking, listening, and class participation 50 percent journal responses Students receiving a final grade of C (70 percent) or greater will be issued a letter of completion reflecting the final grade.Letra de calificación
Frecuencia: 1 después de finalizar la claseDetalles: Students who complete the course with a C (70 percent or greater) will receive a letter of completion with their letter grade within a month of the course's last meeting.Certificado de finalización
Frecuencia: 1 después de finalizar la claseDetalles: Students who complete the course with a C (70 percent or greater) will receive a letter of completion with their letter grade within a month of the course's last meeting.
1 archivo disponible al momento de la inscripciónPaper or electronic copy of Richard Adams' 𝑾𝒂𝒕𝒆𝒓𝒔𝒉𝒊𝒑 𝑫𝒐𝒘𝒏, paper or electronic copy of Elie Wiesel's 𝑵𝒊𝒈𝒉𝒕. All other reading assignments will be provided in the learners' workbook.
Además del aula de Outschool, esta clase utiliza:
As we study literature students will engage with stories from different cultures, religions, and times. Some of these stories will contain depictions of colonization, violence, slavery, genocide, war, disease, death, racism, sexism, heterosexism, and oppression. The historical realities we will study are disturbing to almost all students, but may be especially difficult for some learners. Please consider whether your learner is ready to grapple with this content before enrolling. In addition, this class will address a diversity of experiences in the literature we read. Students will learn about the experiences of people of different religions, races, genders, sexes, and sexual orientations. Some of the literature may contain depictions of smoking, alcohol usage, and sexuality. All of the literature used in this course is recommended for middle school readers and will be discussed in as age-appropriate manner as possible while also allowing learners to make their own connections. These connections may lead to conversations about current political debates and modern controversies. My objective when this happens is to facilitate a civil, thoughtful, leaner-led conversation in which students arrive at connections through their own analysis.
The United States Holocaust Memorial Museum, Echoes & Reflections: Teaching the Holocaust Inspiring the Classroom, Facing History and Ourselves, Vancouver Holocaust Education Centre, The World Holocaust Remembrance Center, "Watership Down" by Richard Adams, "Night" by Elie Wiesel, "Watership Down" the movie, "The Story of Night" from the "New York Times," Oprah Winfrey's interview with Elie Wiesel video, "The Perils of Indifference" by Elie Wiesel, Martin Niemöller, “First They Came…”, "Never Shall I Forget" by Elie Wiesel, “One Friday Morning” by Langston Hughes, “Lather and Nothing Else” by Hernando Tellez, “One of These Days” by Gabriel García Márquez, “The Friday Everything Changed” by Anne Hart, “The Aged Mother” By Matsuo Bashō, “The Last Class: The Story of a Little Alsatian” by Alphonse Daudet, “Excerpt from Black Beauty: The Autobiography of a Horse” by Anna Sewell, “Identity” by Julio Noboa, “The Blind Men and the Elephant” by John Godfrey Saxe, “There Will Come Soft Rains” by Sara Teasdale, “Caged Bird” by Maya Angelou, “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge.
Se unió el July, 2020
4.9
343reseñas
Educador estrella
Popular
Experiencia y certificaciones del docente
2 Grado
Maestría en Historia desde Gettysburg College
Licenciatura en Inglés desde Campbellsville University
From ancient times, humans have used stories to better understand themselves and their place in the universe. Stories explain our past and how we can create a better time and world for ourselves and those who will come after us. This is the heart...
Reseñas
Clase grupal
700 US$
por 64 clases2 x por semana, 32 semanas
45 min
Completado por 18 alumnos
Videoconferencias en vivo
Edades: 11-15
2-15 alumnos por clase
Asistencia financiera
Obtener la aplicación
Tutoría
Más para explorar
Dibujar lindas criaturas marinasDesarrollar la fuerza interiorEntrenamiento de audiciónConstrucción mundial para juegosFrancés avanzadoProsocialesCocinar deliciosas cenasCápsula científicaballet rapunzelGrupo de anfibiosManejo del estrésAcuarela Alas De FuegoLección de francésLiteratura RusaAdobe Premiere Pro