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수업 소개
In this 10 week FLEX English Language Arts class, students will learn a specific topic or concept each week that targets the 7th - 10th grade Common Core State Standards in writing, reading, and grammar for English/Language Arts. Students will engage in a series of creative activities, critical thinking questions, and immersive scenarios as they develop skills and strengths in reading comprehension, responses to literature, writing topics and perspectives, and grammar application. Assignments will be due by Sunday evening each week our class meets. As this is a FLEX class, there will be no synchronous meeting times on Zoom; however, a wide variety of communication opportunities will be embedded into this class for rich and meaningful, discussions, student collaboration, teacher contact, and more. Activities may include playing a Kahoot game or participating in an interactive lesson using Quizlet, Nearpod, or Playposit, sharing writing pieces or portfolios on Padlet, or other online activities as appropriate and as assigned. The following topics will be studied during this FLEX class: **Week one: Developing strong personal narratives. Activities include creating a heart map, developing "writing territories," and learning to zoom in on a moment of significance to expand upon it further and develop the story for readers in a way that keeps audience and purpose together. Emphasis will be placed on descriptive details and personal dialogue. Recommended reading for weeks one and two: "El Deafo" by CeCe Bell, "Lion" by Saroo Brierly, or "Brown Girl Dreaming" by Jacqueline Woodson. **Week two: Grammar topics (and revising personal narratives from the previous week)-- studying run-on sentences, sentence fragments, subject-verb agreement, and appealing to the senses. Students will engage in a series of short writing practice pieces, and will apply what they learned to revise and edit their personal narrative before turning it in to me at the end of the week. **Week three: Novel study. Students are encouraged to select a novel in the genre of personal narrative to read this week. Reading response questions will be provided that directly support state standards, and students will create a book review or write a short paragraph at the end thinking critically about the perspectives and events shared within the novel. Students can choose their own novel, but will be provided with a list of recommendations in the personal narrative genre, such as the two books listed above. This book list will be provided upon enrollment of this course so that learners have time to get their books. **Week four: Informative writing. Students will learn how to "write to inform, explain, or teach," and will be guided through a series of activities to select a topic that they know a lot about, are passionate about, or would like to research further in order to teach others. Students will be asked to write an informative draft (in the form of a brochure, menu, essay, instruction manual, etc.) and then apply the grammar skills learned the following week to revise and edit their draft. --Recommended reading: "Wheels of Change: How Women Rode the Bicycle to Freedom (With a Few Flat Tires Along the Way)" by Sue Macy, "The Movie Book" by DK, or "The Playbook" by Kwame Alexander. **Week five: Grammar topics (and revising informative writing pieces from the previous week)-- studying "matching tone, purpose, and audience," using transitions effectively, and describing logically. Students will engage in a series of short writing practice pieces, and will apply what they learned to revise and edit their informative writing piece before turning it in to me at the end of the week. **Week six: Novel study. Students are encouraged to select a novel in the genre of informative/nonfiction/biography to read this week. Reading response questions will be provided that directly support state standards, and students will create a book review or write a short paragraph at the end thinking critically about the perspectives and events shared within the novel. Students can choose their own novel, but will be provided with a list of recommendations in the informative/nonfiction/biography genre, such as the two books listed above. This book list will be provided upon enrollment of this course so that learners have time to get their books. Week seven: Argumentative/Persuasive/Opinion writing. Students will learn how to write to "persuade, to argue, or to share opinions" in a writing piece that expresses this concept appropriately in an effort to affect change. Students will be guided through a series of activities to select a topic that is of importance to them, and will learn how to write in a way that avoids ad hominems, contradictory arguments, fallacies, and bias. Students will be asked to write a piece in the form of a review, an editorial, an essay, a letter to an elected official, or an article that argues, persuades, or shares an opinion about a topic or issue that they care about. Students will apply grammar skills learned the following week to revise and edit their draft. --Recommended reading: "Class Action" by Steven B. Frank, "Nothing But the Truth" by Avi, or "You Are Mighty: A Guide to Changing the World" by Caroline Paul. **Week eight: Grammar topics (and revising argumentative/persuasive/opinion pieces from the previous week)--picking a perspective, avoiding overblown language, and creating word pictures. Students will engage in a series of short writing practice pieces, and will apply what they learned to revise and edit their argumentative/persuasive/opinion writing piece before turning it in to me at the end of the week. **Week nine: Novel study. Students are encouraged to select a novel in the genre of argumentative/persuasive category to read this week. Reading response questions will be provided that directly support state standards, and students will create a book review or write a short paragraph at the end thinking critically about the perspectives and events shared within the novel. Students can choose their own novel, but will be provided with a list of recommendations in the argumentative/persuasive genre, such as the three books listed above. This book list will be provided upon enrollment of this course so that learners have time to get their books. **Week ten: Optional. Students will have this week to wrap up anything that is missing or that they did not get to complete during the previous nine weeks. All assignments will be due by the last day of class this week. --Communication and Collaboration-- Because this is a FLEX class and there will be no "live" meetings scheduled, each week at the beginning I will submit a video at the beginning of the week with an overview of the topic for the week, as well as providing links to practice activities and other collaborative opportunities for students to complete. For example, one week might feature an engaging video about the topic, followed by an interactive, short lesson on Kahoot, a collaborative writing assignment on Padlet, and an independent writing task submitted to me for feedback by the end of the week. Throughout the week various mini-topics, mini-lessons, and other writing opportunities will be provided and I will check in with each student individually during the week via direct messaging, in addition to classroom discussions. Teacher-Student interaction during each week: 1) Direct messaging during the week 2) Response to posts on classroom discussion pages 3) Feedback on assignments submitted 4) Feedback on activities completed in online platforms such as Nearpod, Padlet, or Kahoot 5) Additional opportunities for interaction during extra activities provided for enrichment Student-Student interaction opportunities during the week: 1) Responses to posts on classroom discussion pages 2) Responses to posts on Padlet, Nearpod, or Kahoot 3) Student comments and feedback on writing submitted to Padlet 4) Additional opportunities for interaction during extra activities provided for enrichment **Please note that care has been taken to choose books for the novel portion of this class that are engaging, meaningful, and appropriate for ages 11-16; I would encourage families to conduct their own research of each book title with regards to content, as there may be mild language or other mature situations within each book.
학습 목표
Students will be able to deepen their skills, abilities, and strengths as it relates to standards-based education topics in reading, writing, and grammar for grades 7-10 in English Language Arts.
그 외 세부 사항
수업 자료
A list of recommended novels will be provided upon enrollment. Students will be asked to read three different novels during the course of this class (the audiobook version is okay too!). Please ensure the books are selected and acquired prior to the week in which the novel study will begin (see the description of the class for when this will be).
Outschool 외 필요 앱/웹사이트
아웃스쿨 사이트의 기능 외 별도의 앱이나 웹 사이트를 사용할 필요가 없습니다.
교사 전문성 및 자격증
Hello!
My name is Mrs. Love, and I have been a middle school Language Arts and Social Studies teacher for the past ten years. Additionally, I have designed curriculum and taught several middle school elective classes, such as creative writing, advanced literature, newspaper, yearbook, and more. I have worked as an adjunct faculty member for the past two years as well in an elementary education teacher preparation program, teaching a variety of literacy and child development courses. My range and breadth of experience is K-12 literacy education, including teaching high school English in an online setting as well. On Outschool, I will be teaching a variety of courses such as creative writing for beginners, middle school novel studies, poetic storytelling, advanced creative writing, elementary book studies, elementary creative writing, and advanced writing and reading challenges. As an avid photographer in my free time, I will also be teaching classes on photojournalism at both the beginner and advanced levels.
My philosophy of education is that each student who enters my classroom has the same right as his or her peers to receive a high-quality education where they are known, cared for, and valued individually. In everything I do, I individualize my instruction as much as possible. Differentiation is not just a buzzword, it’s the anchor by which my classes are rooted. As a teacher, my desire is that my classes are places where students feel safe and where they look forward to entering each and every day.
One of the things that is most important to me is greeting each of my students by name when I see them, referring to them in respectful language, modeling integrity and fairness in my own actions, and showing compassion and empathy whenever possible. I want my students to know that I care about them, not just by my words but by my actions. This means that I make heart-based decisions to balance instinctive head-based decisions. I also listen to my students to find out what their needs are, and adapt and adjust if the situation warrants it. I want my students to be able to trust me as their teacher and leader, and trust takes time to build. Modeling, explaining, giving examples, telling stories, and making connections whenever possible are just some of the many ways that I focus on classroom culture and community at the heart of what I do.
I also believe in showing students how and why they are capable of achieving something. In many cases frustration and overwhelm may rise up when a student is faced with something that they don’t know how they can accomplish. I work hard to come alongside them and affirm to them how they can, why they can, and break things down step-by-step, making myself available for help whenever possible. No matter the age, my students need me to believe in them, and when they know that I do, their achievement is always much greater than when they first doubted themselves.
I also believe in creating lessons that are relevant, ones that shape outlooks on life, society, and important issues, and ones that are engaging and meaningful so that students can apply the lessons to their own lives. Whether it be a simulation, real-world projects to make a difference in the world and take action, or anything else that gives students choice and ownership, I strive to make that happen as much as possible.
Overall, as a teacher I believe it is my role to serve as mentor, facilitator, educator, coach, counselor, and advisor, and through that my philosophy of education has students at the center of it all, driving the activities we do, the lessons I teach, and the community and culture of the classroom as a whole.
In my free time, I enjoy exploring national parks and trails with my husband and five year old son, cooking, playing the piano, writing, reading, and traveling as often as possible!
리뷰
실시간 그룹 수업
매주
US$15
또는 10 주간US$15010주
8 명의 학생이 수업을 완료함
실시간 화상 수업 없음
연령: 11-16