72 US$
weeklyor 572 US$ for 8 classes
Escribir para marcar la diferencia: artículos instructivos y pequeñas memorias
Nueva clase
Edades 13-17
Curso grupal en vivo
Puntuación media:
5.0
Número de reseñas:(12 opiniones)
Videoconferencias en vivo
1 x por semana, 8 semanas
2-6 alumnos por clase
90 min
Qué está incluido
8 reuniones en vivo
12 horas presencialesTareas
1-2 horas por semana. Students are guided to complete a weekly assignment; the lessons build on each other and students will bring completed drafts to each class. We workshop pieces (students are given guidance on how to be a member of a supportive community of writers.)Calificación
I give ongoing feedback via line edits and suggestions on documents, as well as one-on-one coaching in class.Experiencia de clase
Nivel de inglés - A1
Grado de EE. UU. 7 - 10
Nivel Beginner
This engaging 8-week course prepares students to participate in two New York Times Student Writing Contests. Students will develop both instructional and personal narrative writing skills through creating How-to Articles (400 words) and Tiny Memoirs (100 words). I am a supportive, patient teacher with 27 years' experience in the classroom and 5 years' experience as a remote instructor. Each class has a presentation that is the root of the class with essential information in it as well as hyperlinks to documents and mentor texts. The classroom is arranged chronologically with all lessons loaded prior to the class beginning; however, each lesson posts the day we meet. I use real-life examples and use the students' writing as a teaching tool, reinforcing grammar concepts in context. Students will interact with me via Zoom and I make a point of spending one on one time with each student during their writing time. I coach them in real time as well as give line edits on the work they submit.
Metas de aprendizaje
Learning Standards (Common Core)
- Write informative/explanatory texts (CCSS.ELA-LITERACY.W.7.2)
- Write narratives with effective techniques (CCSS.ELA-LITERACY.W.7.3)
- Produce clear writing (CCSS.ELA-LITERACY.W.7.4)
- Strengthen writing through revisioPrograma de estudios
Plan de estudios
Sigue en plan de estudios Teacher-CreatedEstándares
Alineado con Common Core State Standards (CCSS)8 Lecciones
más de 8 semanasLección 1:
Session 1: Introduction and Analyzing Examples (90 minutes)
Introduction (15 minutes)
- Introduce the concept of how-to articles and their purpose
- Explain the upcoming 4-session lesson cycle and final project
Read and Analyze Examples (45 minutes)
- Students read 3 example "Tip" articles from The New York Times
- Discuss structure, organization, and language used
- Identify common elements across articles
Closer Analysis (25 minutes)
- Students choose 1 article to analyze more deeply
- Examine expert quotes, paraphrasing, citing sources, balance of in 90 minutos de lección en vivo en línea
Lección 2:
Session 2: Topic Selection and Research (90 minutes)
Topic Brainstorming (30 minutes)
- Students brainstorm potential how-to topics individually
- Share ideas in small groups
- Compile class list of topic ideas
Refining Topics (20 minutes)
- Discuss criteria for good how-to topics (specific, interesting, appropriate length)
- Students narrow down to 2-3 top choices
Finding Experts (30 minutes)
- Brainstorm potential expert sources for top topic choices
- Research online to identify additional expert options
- Discuss what makes someone an "expe 90 minutos de lección en vivo en línea
Lección 3:
Session 3: Interviewing and Drafting (90 minutes)
Interview Practice (20 minutes)
- Students pair up to practice interviewing techniques
- Provide feedback on questioning and listening skills
Conduct Interviews (40 minutes)* This will be on your own after class. We will finalize your interview questions by doing research and brainstorming resources in class.
- Students conduct interviews with their chosen experts
- Take detailed notes to capture key information and quotes
Organize Information (15 minutes)
- Review interview notes and organiz 90 minutos de lección en vivo en línea
Lección 4:
Session 4: Writing Workshop and Peer Review (90 minutes)
Drafting Time (30 minutes)
- Students continue writing their how-to drafts
- Teacher circulates to provide individual guidance
Peer Review (30 minutes)
- Students exchange drafts with a partner
- Use rubric to provide constructive feedback
Revise and Edit (20 minutes)
- Students revise based on peer and teacher feedback
- Focus on improving clarity of instructions and engaging writing style
Practice and Reflection (10 minutes)
- If possible, test out some how-to instructions in class
- Discus 90 minutos de lección en vivo en línea
Otros detalles
Necesidades de aprendizaje
I have 27 years' teaching experience, and I know how to assist kids with ADHD and Dyslexia to be successful. I am patient and willing to even take turns writing sentences with kids who struggle.
Orientación para padres
1. NO Artificial Intelligence Use: All work must be 100% original and human-created.
2. NO Fan Fiction: All stories must be original works.
3. Assignment Submission: All weekly assignments must be submitted at least 48 hours before class.
4. Privacy Policy: Student work remains confidential (I won’t share with your classmates)unless explicit permission is given. If you write a story that makes me concerned that you are hurting other people or you are being hurt, I am mandated to report my concerns, and I will do so.
5. Completion Timeline: The course is 8 weeks long. You must commit to writing outside of class.
6. Content Issues: I will not work with storylines containing animal abuse, child abuse, or gratuitous violence.
Requisitos previos
Students should be able to navigate the internet (we utilize the New York Times via some embedded links) as well as Google Classroom, Google Drive, and Google Docs. They should know how to submit assignments, although I can help them, too.
Lista de útiles escolares
Computer, wifi access, internet access, access to Google Drive, Google Docs, Google Classroom a gmail email account in order to join the class
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
We will utilize New York Times "Tips" columns as mentor texts for the "How-To" portion of the class (the first 4 weeks) then utilize 100-word mentor texts from the "Tiny Memoir" portion of the class (the last 4 weeks of the class.)
Conoce al profesor
Experiencia y certificaciones del docente
Texas Certificado de Docencia en Artes del lenguaje inglés
2 Grado
Maestría en Educación desde Texas A & M-Commerce
Licenciatura en Inglés desde University of Texas at Arlington
I am an English teacher of 27 years, remote instructor/tutor since 2020, and a freelance book editor.
As an educator/tutor, I specialize in working with college students, college-bound high schoolers, At-Risk populations, struggling learners, and people for whom English is a second language.
I began teaching online during Covid, found that I love it, and I have been teaching various writing classes remotely for the past five years, in addition to being a 9th grade English teacher.
I recognize the need for those I work with to understand the “why” behind the corrections I suggest, and my experiences as an educator and author makes me both easy to work with and incredibly thorough in both line-editing and developmental notes. Since 2008, I have experienced the gamut of publishing outlets: traditional, hybrid, and self.
I utilize my grammar-goddess-like skills to provide caring, knowledgeable feedback to students, always balancing suggestions with praise. I always reinforce to students that they do NOT have to accept the storyline changes I suggest, although I strongly recommend they listen to me when it comes to grammar. I emphasize that this story is THEIR story, not mine, and it does not hurt my feelings if they do not want to use my suggestions to their story.
I am the author of the YA novels Find the Moon, Big Fat Disaster, The Patience Trilogy (Courage in Patience, Hope in Patience, and Truth in Patience), and co-author of the creative non-fiction book Trauma Recovery: Sessions with Dr. Matt (Ayni Books).
Authenticity and finding one’s voice are frequent themes in my work, and they are absolutely essential themes in my life, as well.
I have a B.A. in English, Minor in Secondary Education, and an M.Ed. in Reading. At the end of the 2024-2025 school year, I am retiring from the public school classroom and embracing remote teaching full-time! :)
Reseñas
Beth Fehlbaum, M.Ed. sugiere esta clase a continuación...
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