16 US$
weeklyInglés Pre-AP: pensamiento crítico, debate, lectura y escritura (de 13 a 16 años)
Completado por 58 alumnos
Edades 12-16
Clase grupal
Videoconferencias en vivo
1x por semana
3-15 alumnos por clase
50 min
Qué está incluido
1 reunión en vivo
50 minutos horas de clase por semanaTarea
1 hora por semana. Most weeks have required readings that are to be completed prior to the next class. At the end of each unit, students will be given a writing assignment and a test to complete as well.Evaluación
Grades are tracked upon parent request. Writing assignments, quizzes.Calificación
incluidoExperiencia de clase
Nivel de inglés - B2+
Grado de EE. UU. 7 - 10
Nivel Intermediate - Advanced
ABOUT MY CLASS Thank you for your interest in my class! I'm so happy that you are here! This class is suitable for students aged 13-16 who wish to learn more advanced reading and writing strategies and techniques in preparation for advanced courses and/or college. Students will read short passages (a variety of genres and writing styles), complete writing activities, discuss and analyze texts, and engage in literary criticism. This class moves students past recall (who, what, when, where) and encourages students to analyze, think critically, and support ideas with evidence using dialectic methods. In doing so, students will explore how to argue their claims effectively, how authors structure writing for specific purposes, how forms of literary criticism (psychological, historical, reader-response, psychoanalytical, etc) expand the value of a text, and how rhetoric is used to persuade readers. Structure: 1. Warmup/pop quiz/ writing prompt 2. Students discuss and engage with the text mentioning things that they found interesting, confusing, or that they disagreed with 3. Analysis questions/activities prompted by the instructor and discussion time NOTE: Each week will be a new topic. Students can enter and leave at any time, however, each week students will have a reading assignment. The reading assignment MUST be read before class. Texts will be posted by unit and each text will be dated with the date that the student is expected to have the text read. For each unit, there is a short quiz and an essay. REQUIREMENTS: To be successful in this course, students should be able to read at an 8th-grade reading level, write coherently (embedding evidence), and be able to participate in class discussions. Students are required to speak and give opinions/feedback. Occasionally, students do need to use the chat for an informal writing prompt, however, most of the class will be spent in discussion. TEACHING STYLE The best way to teach writing and critical thinking is by looking at good literature. Many of our writing activities are supported by mentor texts (short essays, articles, and short stories). Students will be exposed to a diverse collection of excerpts from classics as well as modern literature. The majority of texts are read outside of class. We will use class time to discuss the text. After class is a formal writing assignment. My class will help build the skills that high school teachers and college professors are looking for--critical analysis, independent thinking, and articulation and support of claims and evidence. All FORMAL writing is done outside of class (there will be some informal writing done in class). The only way to become a better writer is to write more; this is why a writing assignment is given each week. PARTICIPATION: Students may choose to keep cameras on or off as long as they briefly verify themselves with me at the beginning of the class (per Outschool policy). I do expect participation in this class. We cover quite a bit of material and it is essential that students discuss and understand the material. Being active participants helps them do so. MISSED CLASSES If your student misses a class, a recording will always be accessible on the classroom page. The PowerPoint lesson and notes are always available as well. REFUND POLICY If your student is not able to attend in person but stays enrolled, refunds will not be issued. This is because the student can still access the materials, recordings, and receive feedback for assignments. I do provide refunds for emergency situations. Schedule: Begins January 2025 Unit 1: World Literature Week of Jan 10: Civil Peace by Chinua Achebe (Nigerian) Week of Jan 17: Two Kinds by Amy Tan & Literary Analysis Structure (Chinese) Week of Jan 24: Catch the Moon and Connotations/Denotations (Puerto Rico) Week of Jan 31: What I've Been Doing Lately by Jamaica Kincaid (Antigua/Caribbean) and "Open Window" by Saki Optional Definitions Essay Unit 2: Good and Evil in Literature Week of Feb 7: By the Waters of Babylon by Stephen Vincent Benet Week of Feb 14: "Where are You Going, Where Have You Been?" Joyce Carol Oates Week of Feb 21: "A Good Man is Hard to Find" by Flannery O'Connor Week of Feb 28: Media Bias and the Lizzie Borden Case Week of March 6: Continue Media Bias and the Lizzie Borden Case Research Essay Unit 3: Canterbury Tales and Medieval Literature March 13: Intro to the Canterbury Tales March 20: Prologue March 27: Pardoner's Tale April 3: Wife of Bath Unit Exam Unit 4: Nonfiction April 10: Travels with Charley Steinbeck and A Child's Christmas in Wales by Dylan Thomas April 17: Excerpt from Kaffir Boy
Metas de aprendizaje
CLOSE READING
Close reading is a skill that is required in order to discover more than an author’s message and what was said. In this course, we begin to concentrate on how an author conveys, persuades, evokes, and so on. In understanding a writer’s talent and craft, we improve our own ability to convey, persuade, and evoke.
The following is a list of some of the devices and concepts that we will be focusing on:
∞ Finding patterns in a text through annotation
∞Analysis, including, for example, the author’s development of theme or tone through imagery, diction, syntax, choice of details, point of view, author’s use of figures of speech and sound devices
∞Noticing language choices: Students understand how writers and speakers use specific words and sentences to move the thoughts, emotions, and actions of readers and listeners.
∞ Reading and analyzing text through literary criticism lenses (i.e. Marxist, historical, biographical, reader response, etc.)
WRITING
Writing is a process. Learning to write is a process. The only way to learn how to write well is through writing and writing and writing some more. Part of the process is revision. These two activities are imperative to a good writer. Students will be able to:
∞ Write introductions that attack an issue in a thoughtful manner
∞ Write well-developed and solid paragraphs
∞ Use facts, quotations, and paraphrases as support for a stated position
∞ Write thesis statements powerful enough to dictate the direction of the paper
∞ Gain patience for deep and meaningful revisions
∞ Analyze, not simply summarize
∞ Develop a voice
Otros detalles
Necesidades de aprendizaje
This class is supportive of any specific needs of students. Please reach out if your learner needs accommodations
Orientación para padres
3rd Party Sites: Google Docs (writing assignments), Google Forms (quizzes). Students will not be providing emails. I will send students a Form link and they will take the quiz (no emails required). Students will send me the link to their writings via Google Doc links.
All texts are appropriate for the high school level. I choose quality literature from the literary canon that helps students understand themselves and the world in which they live a little better as they consider various time periods and cultures. Sensitive material and themes, such as racism, prejudices, death, oppression, religion, etc., are handled with respect for the humanity and dignity of all individuals.
I avoid literature with any obvious or graphic sexual themes or references. Literature has religious allusions, and I sometimes point them out so that students understand the literary and cultural relevance of such. Discussion is focused on what the characters believe, what the author believes, and what beliefs were central to periods of time. Parents are welcome to listen in to class or to watch the recording, which I automatically post. I encourage students to talk to their parents about the literature and the topics that we discuss.
Requisitos previos
This class prepares students for college-level reading and writing. Students should be able to read at an 8th grade reading level and write thorough paragraphs.
Lista de útiles escolares
REQUIRED MATERIALS Students should have a notebook for this course as well as a writing utensil. I also highly recommend printing the materials to annotate.
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
Most of the texts come from The Writer's Presence, current event articles, short stories in the literary canon, or excerpts of classic texts: https://www.amazon.com/Writers-Presence-Pool-Readings/dp/1319056601
3rd Party Sites: Google Docs (writing assignments), Google Forms (quizzes). Students will not be providing emails. I will send students a Form link and they will take the quiz (no emails required). Students will send me the link to their writings via Google Doc links.
Conoce al profesor
Experiencia y certificaciones del docente
Indiana Certificado de Docencia en Artes del lenguaje inglés
Maestría en Inglés desde University of Southern Indiana
Experience/Education:
-BS in Education (Reading/English 3-12, Special Education 5-12, Gifted Education 5-12)
-Masters of Arts In English Teaching
-IEW certified
-National Writing Project Trained
-Harkness Method Trained
I am a secondary English teacher with certifications in gifted education and special education. I have been professionally teaching for 7 years at all levels (dual credit, inclusion, and general education) and have a masters of arts in English education. I enjoy using discussion-based learning to help students think deeply about the texts that they read.
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