The fall semester is offered in the fall, and the spring semester is offered in the spring. The fall semester does not need to be taken prior to taking the spring semester. They do not build on each other, but rather contain units that, in their totality, comprise an entire year of ELA. 

In this intensive English Language Arts (ELA) class, students will learn about one to two weekly ELA topics through a mini-lesson followed by application. Certificates of completion are available upon request. 

Research shows that learners learn best through hands on activities and application of skills, so minimal lecture time is most beneficial. Class will begin with a fifteen minute mini-lesson on the weekly topic(s). This mini-lesson will be lecture style, with some discussion. Students are expected to participate and answer questions vocally and via the chat box, but do not have to. When learners need extra practice, I offer feedback and additional activities that can be completed at home with their grownups. Progress reports can be provided upon request. If I do see that your learner needs assistance with a certain skill, I will reach out to you, regardless of if you have requested progress reports or not. 

Lessons within the same week may be connected, but lessons not within the same week do no build upon each other, with the exception of Units 5 and 6. Learners can join at the start  of either unit, but may be confused if they join in the middle, as one is a novel study, and the other is a research paper.  This means that your learner can join any other week, and will be able to jump right in without the worry of them being "behind." This class is designed for multiple grade levels, but most of the work will be on a 7th to 8th grade level. I enrich and extend when possible, meaning if your learner is accelerating, I will question them in a way that allows for them to delve even deeper into the skill being practiced.

To meet Common Core State Standards, the course is designed to include the following:
-Active reading of texts for reading comprehension purposes; that is to understand what is being said both explicitly and what can be logically inferred. 
-Analysis of both fictional and nonfiction texts from various literary periods to examine text structure, elements of literature, arguments and claims, word choice, historical and cultural influences, and personal responses. 
-Writing for various purposes including but not limited to: developing claims, writing cohesive expository essays, literary analysis, personal response, and narrative writing. 
-Various listening and speaking skills
-Collaboration

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Unit 1: Research

Week of January 12: The 80s and 90s
Day 1: The 80s- Gathering Sources
We will begin with 80s trivia, inspired by Stranger Things. Learners will then read a variety of sources pertaining to a specific 80s related research question and decide which ones are credible or not and explain why. 
Day 2: The 90s
Notetaking- Learners will play a 90s trivia game inspired by the return of 90s fashion and "mom" jeans. We will read an article together, and I will model how to take notes. Learners will then take notes on another article by filling out a notetaking sheet I provide for them. 

Week of January 19: Career Fair
What do you want to be when you grow up? Synthesizing, Quoting & Paraphrasing. 
Day 1- We will discuss what we want to be when we grow up and different career paths. Learners will pick a career to research and begin that research in class. 
Day 2- Career Fair- learners will finish researching and present what they learned.

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Unit 2: Author's Craft & Structure with Short Stories
Anchor Text (Short Story): 

Week of January 26: Text Structure 
Day 1- Mini lesson on different text structures. 
Read the short story "Dark They Were and Golden Eyed" by Ray Bradbury, then listen to the radio play. 
Day 2- Read the news article " Future of Space Exploration Could See Humans on Mars, Alien Planets: by Nola Taylor Redd, watch interview with Neil deGrasse Tyson on the Future of U.S. Space Exploration, and discuss. Do the benefits of exploring space outweigh the risks? Should We Make a Home in Space?

Week of February 2: Point of View
Day 1- Read "The Raven" by Edgar Allan Poe (vocab provided)
Day 2- Read "The Cask of Amontillado" by Edgar Allan Poe & discuss the unreliable narrator

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Unit 3: What Matters

February 9: Taking a Stand
Day 1: Quick Write: Write about a time you took a stand for or against something that you felt strongly about. You can also write about a time you wished you'd taken a stand, but did not. Watch: TED Talk "Inside the Mind of a Master Procrastinator" by Tim Urban, define courage, Read: "Invictus" by William Ernest Henley
Day 2: Narrative  Instruction: Short Story versus Personal Narrative, Story Mountain, brainstorm a list of narratives we know, read selected stories from Ruth Culham's Dream Walkers.

Week of February 16: Model Narrative & Inferring
Read Patient Zero (edited) and discuss
Day 1 & 2:Make predictions and connections, infer (a lot), and discuss what it means to be courageous. 

Week of February 23: Writing
Day One: Write a narrative about a time you were courageous, or a short story about courage
Day Two: Finish and share narratives

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Unit 4: Rhetoric & Analytic Writing with Mentor Texts

Week of March 2: Writing Precisely
Day 1: We will have a mini-lesson and start a worksheet together, then learners will finish it independently. It mostly consists of revisions, focusing on precision. 
Day 2: Learners will be given paragraphs to rewrite on their own, again focusing on writing concisely. 

Week of March 9: Analysis- Ethos, Pathos, Logos
Day 1: Learner will invent a product, then create an ad for said product.  
Day 2: We will look at advertisements and other forms of media to see which rhetorical device is used, and if it is used well. We will then analyze a speech (or commercial, or other form of media) together, identifying ethos, pathos, and logos. 

Week of March 16: Analysis- Ethos, Pathos, Logos* (This week builds on last week) 
Day 1: We will take a look at our notes from the speech the previous week and, together, we will write a 3 paragraph analytical essay that addresses the rhetoric used and how effective it is. 
Day 2: Independent work: Learners will be given a speech to read (or other form of media). They will then analyze it and write a 3 paragraph essay explaining the rhetoric used and the effectiveness of it. 


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Unit 5: Dystopian Societies Novel Study- The Hunger Games by Suzanne Collins
LEARNERS WILL NEED THEIR OWN COPY OF THE BOOK. ALSO, IT WOULD NOT BE BENEFICIAL FOR NEW LEARNERS TO JOIN DURING THE MIDDLE OF THIS UNIT (SO FROM March 30-April 20).

Week of March 30: Discuss the book and read a poem

Week of April 6: Discuss the novel, focusing on themes and similarities to our world 

Week of April 13: Discuss the book and paired reading with "The Lottery" by Shirley Jackson

Week of  April 20: Book Project- options given include a storyboard, book cover, soundtrack, and more


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Unit 6: Research and Evidence Based Arguments

Week of April 27: 
Day 1: Prereading questionnaire, rhetorical scenarios, read nonfiction articles about safety and addiction in regards to social media
Day 2: Read & discuss nonfiction articles about safety and addiction in regards to social media, read a fictional short story about social media

Week of May 4: 
Day 1: The Research Process- we will conduct research as a class; Quoting & Paraphrasing
Day 2: Create a research question, start conducting research, find 5 sources to use and indicate what you will quote and paraphrase

Week of May 11: 
Day 1: Thesis statements, topic sentences, supporting details
Day 2: Fill in outline for research paper and start writing 

Week of May 18: 
Day 1: Write 5 paragraph research paper in class- individual work with my guidance 
Day 2: Finish research paper, revise and edit, works cited

Week of May 25:
Day 1: Literary Devices & Parts of Speech games: Trashketball, Headbandz, Madlibs 
Day 2: Read & Discuss "All Summer in a Day" by Ray Bradbury