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Cuando las mujeres escriben: Frankenstein
Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 8 - 11
Many students are surprised to learn that the classic horror tale of an experiment gone terribly wrong was written by a woman. What was it like to be a female author in a time when women were not valued outside of domesticity? What are the themes Ms. Shelley wove through her story of a young doctor and the monster he created? How does a book like 𝑭𝒓𝒂𝒏𝒌𝒆𝒏𝒔𝒕𝒆𝒊𝒏 remain popular over 200 years after its publication? In this 5-week course, we'll read 𝑭𝒓𝒂𝒏𝒌𝒆𝒏𝒔𝒕𝒆𝒊𝒏 together, exploring themes of...
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 𝘍𝘳𝘢𝘯𝘬𝘦𝘯𝘴𝘵𝘦𝘪𝘯 read yet, but feel free to start it if you like.Week 2Lesson 2Discussing 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 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 Chapters 13-18During the live meeting, we will discuss Chapters 13-18 and projects from the previous week.Week 5Lesson 5Discussing Chapters 19-24During the live meeting, we will discuss Chapters 19-24 and projects from the previous week. We will wrap up our study of 𝘍𝘳𝘢𝘯𝘬𝘦𝘯𝘴𝘵𝘦𝘪𝘯.
Esta clase se imparte en Inglés.
- Students will become familiar with Mary Shelley's 𝑭𝒓𝒂𝒏𝒌𝒆𝒏𝒔𝒕𝒆𝒊𝒏, learn to identify its theme 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.
I had never read 𝑭𝒓𝒂𝒏𝒌𝒆𝒏𝒔𝒕𝒆𝒊𝒏 until I was an adult, and only after two of my own high schoolers declared it to be their most favorite classic novel. It moved me deeply, both because of its compelling story and because Ms. Shelley was such a masterful storyteller. As an author myself, I particularly enjoy studying the works and perspectives of other female authors.
2 - 4 horas semanales fuera de clase
Tarea
Frecuencia: incluidoComentario: incluidoDetalles: Weekly reading, an essay, creative projects, and dramatic reading prep. 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.
A copy of 𝑭𝒓𝒂𝒏𝒌𝒆𝒏𝒔𝒕𝒆𝒊𝒏 will be required. There are several free online versions that I encourage you to use, but if you want a hard copy (great for underlining and making your own notes as we read), I suggest Oxford University Press Edition, the Penguin Classics edition, or the Norton Critical Edition. Audible has a gripping version read by the incomparable Dan Stevens; well worth getting your hands on! As long as your copy is unabridged, you're good to go. Either edition (1818 or 1831) is just fine.
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
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 92 alumnos
Videoconferencias en vivo
Edades: 13-18
1-4 alumnos por clase