含まれるもの
19 ライブミーティング
36 時間 25 分 授業時間宿題:
週あたり 2-4 時間. Reading assignment, close reading questions, and informal writing assignment (usually a reaction to the reading) will be posted in the classroom one week before class. Homework will start off light and build as the class continues, but students should expect to spend 1-3 hours on homework depending on their reading speed. Besides the primary texts listed below, students will explore engaging contemporary nonfiction articles, videos, and TED Talks when applicable. Homework will be due the day before class so that I can check it for understanding and to see if there are any issues to address in class. Homework is required for the class as we will spend the bulk of class time discussing and building on the work done outside of class.テスト
Assessments are optional for all students. Expectations for the honors track and the standard track will be offered before the class begins for students who would like to receive a grade for the course. The honors track will require students to complete at least two literary analysis essays as well as at least one creative writing assignment (for a total of four assignments) while a standard track will have the option to write a literary analysis essay or a creative project for each of the four main assignments. Students will also complete a final project based on their own interest and inspiration. All grading will be done with rubrics which will also be shared with students ahead of time so that they are clear on the expectations of the course.グレーディング
All grading will be done with rubrics which will also be shared with students ahead of time so that they are clear on the expectations of the course. Grades will be offered on request.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 5 - 8
Looking for an American Literature class that will get your student thinking critically, reading great literature, and developing essential skills? Focusing on reading literature in historical context through a lens of the intersectionality of race, class, and gender, this innovative class will explore both canonical and diverse text. Students will build skills in literary analysis and writing and will have lots of opportunities for individualization. This is a full-year curriculum for high school, divided into two semesters. Separate enrollment is required for each semester. Semesters may be taken independently or consecutively. Expectations for the honors track and the standard track will be offered before the class begins for students who would like to receive a grade for the course. The honors track will require students to complete three literary analysis essays as well as at least two creative writing assignments while a standard track will have the option to write a literary analysis essay or a creative project for each of the four main assignments. All grading will be done with rubrics which will also be shared with students ahead of time so that they are clear on the expectations of the course. Essential Questions of the Course —What is the American Dream, and is it obtainable for everyone? --How do factors such as race, class, and gender affect access to the American Dream? —What additional understanding do we gain when we read literature in its historical context? --How do writers utilize different genres to express ideas, experiences, and emotions? --What are the elements of literature, and how to writers utilize them to convey their messages to a reader? --How do we as readers use writing to more deeply analyze and understand literature? --What are the conventions of literary analysis writing? --What are our responsibilities to help make the American Dream more obtainable for all? Weekly Expectations While some weeks will vary depending on the focus or needs of the class, this is the general outline that we’ll follow each week. Reading assignment, close reading questions, and informal writing assignment (usually a reaction to the reading) will be posted in the classroom one week before class. Homework will start off light and build as the class continues, but students should expect to spend 1-3 hours on homework depending on their reading speed. Besides the primary texts listed below, students will explore engaging contemporary nonfiction articles, videos, and TED Talks when applicable. Homework will be due the day before class so that I can check it for understanding and to see if there are any issues to address in class. Class Schedule Again, this schedule will vary, but in general class will have the following flow. Opening Freewrite (5 minutes). Each class will start with a quick write on an engaging and thematically related prompt. This is a nice way to get students thinking about the themes of the class and more comfortable with writing. I have found that frequent freewriting is one of the best ways to increase writing fluency and get students past writer’s block. Class Check-in (5 minutes). After the opening freewrite, we’ll go around and report on any issues or check in about projects, scheduling, etc. I’ll also take this time to go over upcoming homework or assignments. Full-Class Discussion (30 minutes). Students will have read and answered questions on the reading for homework, so we’ll be able to jump right in to a discussion together! This is the most fun part of the class for me, but I get that not everyone loves discussion. I’ll never force students to participate, but I will do my best to make participating as easy and painless as possible. (If students are receiving a grade for the class, they will have a percentage of their grade that is from the discussion.) Mini-Lesson on Skill (10 minutes). I try to keep the lecturing to a minimum—therefore, the mini lesson will quickly go over the skill so that students can get right to practicing. The skills that we’ll focus on in the class will relate to close reading and analysis and writing literary analysis essays. I think that one of the best ways to better understand literary elements is to write them ourselves, and so we’ll get practice with poetry writing and short story writing too! Group, Partner, or Full-Class Practice of Skill (20 minutes). No boring worksheets or pointless tasks here. Students will work on developing their critical thinking, reading, and writing skills by completing interesting and engaging exercises on their own or with their peers. Closing Freewrite or Creative Writing Exercise (5 minutes). We’ll close out class with a low-key freewrite or fun creative writing exercise to get students writing (again!), thinking, and bringing together the themes and ideas of the day. Required Texts Students will need a copy of the chosen novel. All other texts and sources will be available online. I’ve been teaching English for over 20 years and the American Dream is one of my favorite themes—I love to challenge teens and get them to question what they’re told and think for themselves. This class will give them the skills to do that, all while they read some fabulous literature. Cover Image Credit: Photo by JJ Jordan on Unsplash
学習到達目標
Students will improve their critical thinking, literary analysis, and writing skills.
Students will gain a deeper understanding of the importance of reading literature within a historical context.
シラバス
カリキュラム
Teacher-Created カリキュラムに準拠標準
Common Core State Standards (CCSS) に準拠19 レッスン
19 週間以上レッスン 1:
Language Had the Power to Change the World: Hardship, Storytelling, and Love
Text: “I Am Offering This Poem” by Jimmy Santiago Baca. Skill focus: reading responses and poetry writing.
115 分のオンラインライブレッスン
レッスン 2:
I Was Not A Witch / But Now I Am One: The Salem Witch Trials in History & Poetry
Texts: “Half-Hanged Mary” by Margaret Atwood and excerpts from “The Wonders of the Invisible World” by Cotton Mather. Skill focus: reading non-fiction, elements of poetry, and poetry writing.
115 分のオンラインライブレッスン
レッスン 3:
History is Present: Examining the Trail of Tears in Documents & Poetry
Texts: primary source documents on The Trail of Tears and other supplementary sources, “The Trail of Tears: Our Removal” by Linda Hogan.
115 分のオンラインライブレッスン
レッスン 4:
A Muddy, Switchback Trail: The Dakota 38 in History, Literature, and Memorial
Texts: “38” by Layli Long Soldier, visual art, “The Speech of Little Crow on the Eve of the Great Sioux Uprising,” an excerpt from This American Life, and the documentary “Dakota 38.” Skill focus: elements of poetry, writing about poetry.
115 分のオンラインライブレッスン
その他の情報
保護者へのお知らせ
This class is intended for high school students. Some of the literature might be better for mature students, especially when we look at injustices and violent episodes in American history through the literature. Also, just as a note, one of the poems in the course uses the term "Indian" which is a controversial term; we'll discuss this choice on the class and why an author might make that choice.
受講に必要なもの
Students will likely want to find a physical copy of the novel we choose to read as a class--they are all easily found online and in most libraries.
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
教師の専門知識と資格
I have a BA in literature and a Master's in literature; while I didn't have a specific focus on American Lit., both of my senior thesis papers as well as many of my graduate papers focused on American Literature. I taught high school English for 16 years, during which I taught American Lit every year. Since then, I have been developing curriculum for high school English for the past 8 years while I have been homeschooling my own kids. In my work developing curriculum, I have done extensive research into finding lesser-known and more diverse American texts. In particular, I have spent many hours reading texts from the Harlem Renaissance, contemporary Native American writers, and writers on the contemporary immigrant experience in a search for poetry, short stories, and essays that are accessible for teens yet also challenging.
レビュー
ライブグループコース
$40
毎週または$760 19 クラス分週に1回、 19 週間
115 分
オンラインライブ授業
年齢: 14-18
クラス人数: 4 人-5 人