10 年生第 2 学期 - ELA 文学、語彙、文法、エッセイ ライティング
この 16 週間の学期中、私たちは 10 年生の英語の授業で教えられるスキルと目標を使って、文学や説明文を読み、分析し、書き続けます。
Amy Snook M.A. English
平均評価:
4.9
レビュー数:(126)
含まれるもの
32 ライブミーティング
32 授業時間宿題：
週あたり 2-4 時間. Students will have homework assignments after each class consisting of a reading assignment and a writing assignment. They will also have a creative final project which includes a five paragraph research paper and a choice of a one-pager, a poster, a painting, a writing, etc.文章の成績
クラス全体を通して3-6この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 10
Intermediate レベル向け
Students will complete reading assignments outside of the class, though we will read segments together during our discussions, especially plays and poetry. In addition to reading assignments for home work, there are writing assignments, higher-level comprehension questions, and a creative final project which includes a short research paper. Students will learn how to write a five paragraph essay. We will have lectures, group discussions, group work, Socratic seminars, Youtube videos, explicit grammar instruction, and vocabulary in context. I incorporate plenty of time for students to talk and ask questions, as I believe this helps them learn and retain information. I differentiate my instruction based on the learning styles and needs of individual students, including social/emotional needs and challenges. I use graphic organizers to help students manage new information and discuss options for individualized note-taking strategies.
The following is a list of texts we will read and analyze, followed by a rough breakdown of the sixteen week class schedule:
Play: An Inspector Calls by J.B. Priestley
Poets: Jamaal May
Rumi
Anne Bradstreet
Percy Shelley
Shakespeare
Short Stories: Ruthless by William de Mille
Everyday Use by Alice Walker
Novel: The Secret Life of Bees by Sue Monk Kidd
Expository: Various non-fiction essays and articles related to the topics and themes of the literature we read, including:
Impressions of America by Oscar Wilde
Museum Indians by Susan Power
___________________________________________________________________________________________________
There are two classes each week, Day A and Day B. Each class will have a homework assignment that will be reviewed at the beginning of the next class meeting. Every week there will be some sort of lecture, discussion of the current text, relevant vocabulary, an expository article/essay, and writing assignments. The play and the two novels will culminate with a Socratic Seminar as a venue for students to demonstrate their understanding of the text.
Week 1~Day A: Introductions/warm-ups/discuss class schedule and expectations/discuss final project/discuss homework
Day B: Ruthless/short story
Week 2~Day A: There Are Birds Here/poetry
Day B: Background for The Secret Life of Bees
Week 3~Day A: The Secret Life of Bees
Day B: The Secret Life of Bess/Essay writing
Week 4~Day A: The Secret Life of Bees/Essay writing
Day B: The Secret Life of Bees/Essay writing
Week 5~Day A: The Secret Life of Bees/Essay writing
Day B: Socratic Seminar The Secret Life of Bees
Week 6~Day A: Shakespeare sonnet/poem
Day B: Anne Bradstreet/poem comparison
Week 7~Day A: Impressions of America/essay writing
Day B: Impressions of America/essay writing
Week 8~Day A: Catch up
Day B: Grammar Focus
Week 9~Day A: Percy Shelley/poem
Day B: Museum Indians/expository
Week 10~Day A: Museum Indians
Day B: Everyday Use/short story
Week 11~Day A: Everyday Use/short story
Week 12~Day A: Cause and Effect/non-fiction
Day B: Cause and Effect/writing
Week 13~Day A: Rumi/poem
Day B: An Inspector Calls
Week 14~Day A: An Inspector Calls
Day B: An Inspector Calls
Week 15~Day A: An Inspector Calls
Day B: Socratice Seminar An Inspector Calls
Week 16~Day A: Final Project
Day B: Final Project/class wrap up学習到達目標
Students will be able to:
~write a five paragraph essay
~define and identify characteristics of magical realism
~identify the genre of a text
~identity the seven plot elements
~identify and discuss the various elements of character development
~identify tone and mood using citations from the text
~make inferences from the text using correct citations from the text
~identify various literary devices and elements and analyze their impact on the plot and character development
~identify the internal and external conflicts various characters experience
~identify and differentiate between types of conflict: man vs, man/man vs. self/man vs. nature
~write brief summaries of specific passages of the text
~compare and contrast characters in a text and in multiple texts
~identify the narrator's point of view (perspective) first, second, or third person
~identify the topic and theme of a text
~evaluate the validity of a thesis in a non-fiction text
~write essay responses to higher-level comprehension questions about a text
~write a five paragraph research paper using MLA Format
その他の情報
保護者へのお知らせ
Racism
Violence
受講に必要なもの
~the ability to print out various handouts provided by teacher, or student may draw/write/copy the handouts (graphic organizers) on their own paper ~highlighter/pencil for annotating (or familiarity with digital annotation tools if using digital copy of text) ~notebook for taking notes (or digital method of note-taking) ~misc. items as needed based on student's choice for final project (poster board, markers, other art supplies)
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
Students will need a hard copy, or digital copy, of the texts listed above to read and annotate. All of the plays, short stories, and the novel can be found on the internet as a free PDF for printing or can be purchased inexpensively. I will give students digital access to the poems and essays/articles we read.
参加しました July, 2020
4.9
126レビュー
教師の専門知識と資格
ノースカロライナ州 教員免許 英語/国語で
I am a certified 9-12 English Language Arts teacher with 23 years of teaching experience. I approach sensitive topics in texts by modeling sensitivity and maturity during open discussions with students.レビュー
ライブグループコース
$625
32 クラス分週に2回、 16 週間
60 分
6 人がクラスを受けました
オンラインライブ授業
年齢: 14-18
クラス人数： 3 人-12 人
