Welcome! 
This class is intended to serve learners interested in a literature course which allows them to explore and discover the magic of the written word, increase their reading stamina, and engage in high-level discussion and debate about their own thoughts and ideas on what each novel means to them.  Below is a rough syllabus of how the course is structured and what students can be expected to master at the end of our 12 weeks together.
 
Weeks 1-6: 1984 by George Orwell
-Key Ideas and Details
-Cite strong and thorough textual evidence, making inferences, supporting analyses 
-Analyze development of theme over the course of the text, how it emerges, is shaped and refined
-Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
-Craft and Structure
-Analyze how the language evokes a sense of time and place, formal and informal tones
-Analyze how an author's choices concerning how to structure a text, order events within it create varying effects such as mystery, tension, or surprise
-Analyze a particular point of view or cultural experience reflected in a work of literature 
-END OF NOVEL WRITING PROJECT

Weeks 7-12: Fahrenheit 451 by Ray Bradbury
-Key Ideas and Details
-Cite strong and thorough textual evidence, making inferences, supporting analyses 
-Analyze development of theme over the course of the text, how it emerges, is shaped and refined
-Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
-Craft and Structure
-Analyze how the language evokes a sense of time and place, formal and informal tones
-Analyze how an author's choices concerning how to structure a text, order events within it create varying effects such as mystery, tension, or surprise
-Analyze a particular point of view or cultural experience reflected in a work of literature 
-END OF NOVEL WRITING PROJECT

As a dedicated educator, I believe that the greatest teaching values are centered around fostering a love for learning, encouraging critical and creative thinking, and promoting a positive and collaborative classroom environment. I am committed to providing timely and responsive communication with parents and learners within 24 hours. I also believe in providing personalized, objective feedback on the written projects that learners turn in, as I recognize the importance of constructive feedback in supporting their growth and development.

Quality is of utmost importance to me as an educator. I am committed to delivering high-quality instruction that is tailored to the unique needs and interests of my learners. I believe in using evidence-based instructional strategies and best practices in education. I continue to engage in professional development so that I can continually improve my teaching skills and provide the best possible education to my learners.

Service is at the heart of my teaching philosophy. I am dedicated to serving my learners and developing unique classes to engage their minds and creative spirits. I believe in building strong partnerships with learners to create a collaborative approach to their education, where students remain actively involved in their own learning journey. I strive to provide timely and constructive feedback to learners on their written projects, as I believe that feedback is crucial in guiding their progress. By fostering a supportive and welcoming classroom environment and maintaining open lines of communication, I aim to create a positive and enriching classroom experience for all my learners.

My teaching style has been described by colleagues and students as engaging, objective, unique, and focused.  One of my core beliefs is that every child is capable of learning and must be given the opportunity to grow and flourish academically, socially and intellectually.  I firmly believe that one's ability to precisely communicate thoughts and ideas to others through speaking and writing is one of the greatest ways to ensure future success in whatever domain one chooses to pursue. 










gifted, neurodiverse, philosophy, literature, discussion, English, thinking, conversation, writing, reading, comprehension, middle and high school