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類型 #2:精彩恐怖 - 哥德式 ELA 學期課程(六年級、七年級和八年級)

這門強化中學學期課程深入探討論文寫作、創意寫作、文學分析、媒體分析和維多利亞時代歷史,包括紐伯瑞榮譽小說、輝煌與憂鬱、詩歌、短篇小說等!
Alaina Bell Gao
平均評分:
4.9
評論數量:
(428)
明星教育家
班級

包含什麼

45 現場會議
37 小時 30 分鐘 上課時間
等級
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課堂經歷

英語程度 - 未知
美國 6 - 8 年級
This course is part two in a series of intensive semester courses that are Common Core aligned to the grade 6 to 8 American English Language Arts standards, but these courses can be taken in any order. This course develops our exploration of overlapping themes and topics across various forms (short stories, novels, poems, audio readings, and films), styles (narrative, sonnet, free verse, etc.), and genres (fantasy, realistic fiction, Gothic, mystery, allegory, historical fiction, adventure, dystopian, etc.), with attention to historical accounts, points of view, figurative language, diction, syntax, structure, allusions, and the interaction of setting, character, and plot.

⭐This course is rich in content and is a good fit for advanced and gifted learners, but I maintain an encouraging, creative, low-stress environment for all learners to thrive with much support so that everyone can make growth and stimulate each other. There is a full course load, but I am accommodating of various needs, levels, and schedules. I feel that all learners will do what they can do when treated with respect and encouraged to grow. Therefore, there will be no grading in this course (A, B, C, etc. or percentages). Instead, I record feedback (video) with specific praise and suggestions for the future, believing that essay writing and English skills develop over time (for a lifetime) and at varying rates for all individuals. Individual growth and sustained/renewed interest is most important. Thus, this course will be a wonderful fit for any learner who has time for a full English course load, is able to read, write, and participate independently, and is ready for a thrilling deep dive into the genre!

⭐Do reach out to me for accommodations and support! I do my best to connect with and support every learner.

▶️Week 1: Gothic Traits & Atmosphere
Nonfiction - The Gothic Genre & Medieval Romance (Determine several central ideas and their development)
Fiction - The Bad Beginning by Lemony Snicket
Digital Literacy - A Series of Unfortunate Events (Episode 1) - On Netflix
Focus - Comparison, Notetaking & Reader's Theatre

▶️Week 2: Point-of-View, Archetypes, Anti-Heroes, Characterization & Representation
Nonfiction - Narrators, Archetypes, the Anti-Hero & the Importance of Representation
Essay #1 - Write a persuasive opinion essay
Fiction - Splendors & Glooms by Laura Amy Schlitz (Prologue & Chapters 1 through 10)
Focus - Crafting Characters for our Short Stories

▶️Week 3: The Victorian Gothic Setting & Themes
Nonfiction - The Victorian Gothic Adaptations (Analyze the essay structure and diction)
Fiction - Splendors & Glooms (Chapters 11 through 20)
Focus - Crafting a Modern Gothic Setting for our Short Stories

▶️Week 4: The Past, the Exotic & the Present
Research - Compare several accounts of life during the Victorian Period
Essay #2 - Write a narrative essay
Fiction - "The Mummy's Foot" by Theophile Gautier
*An edited version will be provided removing some offensive references together with guiding questions and pictures.
Focus - Adding Tantalizing Details with Picturesque Grandeur & Terrifying Secrets

▶️Week 5: Plot Episodes, Societal Changes & Fears
Research - Innovation & Change in Victorian Britain
Essay #3 - Write an expository essay about Victorian Britain
Fiction - Splendors & Glooms (Chapters 21 through 31)
Focus - Conflicts, the Rising Action & the Story Mountain

▶️Week 6: The Doppelgänger and Alter Ego Second Self, Foil Character, Dialogue & Character Development
Nonfiction - Character doubles: Doppelganger, alter ego, and foil Characters 
Fiction - Splendors & Glooms (Chapters 32 through 41)
Focus - Adding Natural & Characterizing Dialogue to our Short Stories that Reveal Temptations, Conflicts, & Character Development;
Possibility of a Narrator who has been Pushed to the Edge - Distress, Mental Instability & Unreliable Narration

▶️Week 7: Unexplainable Supernatural Forces, Allusions & Themes
Research - Allusions & Themes
Essay #4 - Write an analytical essay about a theme or allusion in the novel
Fiction - Splendors & Glooms (Chapters 42 through 51 and the epilogue)
Focus - Adding Meaningful Allusions & Themes to our Short Stories (+ Figurative Language)

▶️Week 8: Developing Our Craft & Catch-Up Week

▶️Week 9: Themes & Symbols in a Short Story
"A Rose for Emily" by William Faulkner

▶️Week 10: Short Story Comparison 
"The Black Cat" by Edgar Allan Poe

▶️Week 11: Foreshadowing, Dramatic Irony, Suspense & a Not-So-Pretty Conclusion
Nonfiction - Types of Irony
Essay #5 - Map out a comparative essay on how Laura Amy Schlitz and another author create suspense using point of view and irony
Poetry - "The Ravin" by Edgar Allan Poe, "Christabel" by Samuel Taylor Coleridge, "The Shadow on the Stone" by Thomas Hardy, "Hallowe'en" by John Kendrick Bangs, and "Goblin Market" by Christina Rossetti (Revised)
Focus - Adding Clues & Suspense for our Readers

▶️Week 12: Developing Our Craft & Catch-Up Week

▶️Week 13: Perfecting Our Craft
Essay #5 - Finish your comparative essay about suspense
Focus - Figurative Language

▶️Week 14: Perfecting Our Craft
Essay #5 - Complete your comparative essay about suspense
Focus - Peer input, revisions & editing

▶️Week 15: The Grand Reveal!
Essay #6 - Write a reflective essay about your growth as a Gothic writer
Focus - Present your Gothic story in two forms

We will have a rotating schedule to build up the various reading (literature and informational text), writing, speaking, listening, and language skills. Therefore, each week day will have a particular focus, as follows:

VISIT IT! (DAY 1)
NOTE: Homework, including essay writing, should be completed PRIOR TO each class.

These classes set the stage for the literature to be covered and for our weekly writing focus (as we develop our Gothic short stories). This will be done by reading nonfiction articles, researching, introducing key concepts, discussing documentaries, or planning, crafting, revising, and editing essays.

EXPLORE IT! (DAY 2)
NOTE: Homework should be completed PRIOR TO each class. This will include completing a summarizing activity and posting it in our classroom.

These classes will begin with storytelling and exploring the literature! The students will take turns retelling the story with a summarizing activity in the classroom (their homework). At the beginning of class, we will briefly respond to the contributions. These classes will be the time to focus on comprehension via exploration of the vocabulary, structure, figurative language, point of view, and themes in the selected reading for the week (fiction). There will be opportunities to listen to and read the literature aloud. 

Summarizing Options: Pick an Activity!
Choose one summarizing activity per week. Just say the magic words, “I’m going to . . .” 

✔️Journal It – Imagine that you are the character writing in your diary about what you have experienced and how you feel about it.

✔️Draw It - Create a comic illustrating the main events.

✔️Map It – Map out the plot on the story mountain.

✔️Graph It – Draw a graph or a series of thermometers reflecting the rising and falling conflicts.

✔️Order It – Put the story in chronological order on a time line (or, another way like a chart) to show when things happened.

✔️Voice It - Have another character tell the story with their thoughts and opinions.

✔️Witness It – Imagine that you are an inanimate object that came alive and witnessed the story. Describe what you saw or heard!

✔️Quote It - Choose the most important three sentences of the passage. Then, record yourself reading them aloud together with voice and sound effects. You may choose to add props. Add the chapter and page numbers with your work.

✔️Re-set It: You are the set and stage manager, so change the setting of the story and reimagine it in another country or time period. Rewrite the story to reflect these changes! Then, present your story using sound effects, suitable backgrounds, etc. or create a model of the new setting.

✔️Live It: Imagine that you are transported into the story. Describe your experience in writing. Then, present your story using sound effects, suitable backgrounds, etc.

✔️Script It: Create a play script of a scene from the story and perform it. Consider adding music, sound effects, and props.

✔️Think It: Develop a scene where the character is alone but is talking out loud (so we can know their thoughts). Write out their monologue and then record it.

✔️Transport It: Transport a character into our world and describe their experiences living in your community.

✔️Transform It: Convert a poem to prose or the other way around without losing the core elements of the setting, characters, and plot.

✔️Freeze It: Write and role play a scene where the character must make a choice. Have everything freeze while they talk through their options and thoughts. Have everything unfreeze as they make their decision.

✔️Advertise It: Create a poster advertising a new version of the story and pitch your idea.

✔️Orchestrate It: Choose music for a production of the story with a focus on the audience's mood, the author's tone, and the story's themes. Then, describe your choices in writing.


IMAGINE IT! (DAY 3)

This is a day for creative writing! This is when you will work on crafting your own Gothic short story!

▶️Due to rising costs and lower enrollment, I have had to increase my prices. However, I am dedicated to finding a solution for all families! Do reach out to me if your learner would like to take my class and you need a discount. In fact, I am offering at least one pay-what-you-can spot for each confirmed section (with other learners). Reach out to me for details!

▶️If you are able to pay the current fee, I thank you for your support since I work hard to provide creative, inspiring content while balancing the challenges of living with disability and chronic illness. Thank you!
學習目標
Literature & Informational Texts: Key Ideas & Details

CCSS.ELA-LITERACY.RL.6.1
CCSS.ELA-LITERACY.RI.6.1
CCSS.ELA-LITERACY.RL.7.1
CCSS.ELA-LITERACY.RI.7.1
CCSS.ELA-LITERACY.RL.8.1
CCSS.ELA-LITERACY.RI.8.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.6.2
CCSS.ELA-LITERACY.RI.6.2
CCSS.ELA-LITERACY.RL.7.2
CCSS.ELA-LITERACY.RI.7.2
CCSS.ELA-LITERACY.RL.8.2 
CCSS.ELA-LITERACY.RI.8.2
Determine a theme or central idea of a text and how it is conveyed through particular details including its relationship to the characters, setting, plot, and supporting details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RI.6.3 *Informational Texts
CCSS.ELA-LITERACY.RI.7.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-LITERACY.RI.8.3 *Informational Texts
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Literature & Informational Texts: Craft & Structure

CCSS.ELA-LITERACY.RL.6.4
CCSS.ELA-LITERACY.RI.6.4
CCSS.ELA-LITERACY.RL.7.4
CCSS.ELA-LITERACY.RI.7.4
CCSS.ELA-LITERACY.RL.8.4
CCSS.ELA-LITERACY.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone including analogies or allusions to other texts; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

CCSS.ELA-LITERACY.RL.6.5
CCSS.ELA-LITERACY.RI.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, plot, or ideas.

CCSS.ELA-LITERACY.RI.7.5 *Informational Texts
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-LITERACY.RI.8.5 *Informational Texts
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

CCSS.ELA-LITERACY.RL.7.5 *This course will form the introduction to poetry and a few basic forms/structures.
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

CCSS.ELA-LITERACY.RI.6.6 *Informational Texts
CCSS.ELA-LITERACY.RI.7.6
CCSS.ELA-LITERACY.RI.8.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. Analyze how the author distinguishes his or her position from that of others. Analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

CCSS.ELA-LITERACY.RL.6.6
CCSS.ELA-LITERACY.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Literature: Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RL.6.7
CCSS.ELA-LITERACY.RL.7.7
CCSS.ELA-LITERACY.RI.7.7
CCSS.ELA-LITERACY.RL.8.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors, including the techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Analyze each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

CCSS.ELA-LITERACY.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.RI.6.8 * Informational Texts
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS.ELA-LITERACY.RI.7.8 *Informational Texts
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

CCSS.ELA-LITERACY.RI.8.8 *Informational Texts
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

CCSS.ELA-LITERACY.RI.7.9 *Informational Texts
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

CCSS.ELA-LITERACY.RL.6.9 *This is part one of a series of courses to compare several main genres.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

CCSS.ELA-LITERACY.RI.6.9 *Informational Texts
Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

CCSS.ELA-LITERACY.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

CCSS.ELA-LITERACY.RI.8.9 *Informational Texts
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Essay Writing
http://www.corestandards.org/ELA-Literacy/W/6/
http://www.corestandards.org/ELA-Literacy/L/6/
http://www.corestandards.org/ELA-Literacy/W/7/
http://www.corestandards.org/ELA-Literacy/L/7/
http://www.corestandards.org/ELA-Literacy/W/8/
http://www.corestandards.org/ELA-Literacy/L/8/

Creative Writing
http://www.corestandards.org/ELA-Literacy/W/6/
http://www.corestandards.org/ELA-Literacy/L/6/
http://www.corestandards.org/ELA-Literacy/W/7/
http://www.corestandards.org/ELA-Literacy/L/7/
http://www.corestandards.org/ELA-Literacy/W/8/
http://www.corestandards.org/ELA-Literacy/L/8/

Speaking & Listening
http://www.corestandards.org/ELA-Literacy/SL/6/
http://www.corestandards.org/ELA-Literacy/SL/7/
http://www.corestandards.org/ELA-Literacy/SL/8/
學習目標

其他詳情

父母的引導和規範
The Gothic genre is connected with horror and is quite dramatic and sensational. It is often described as being creepy. Therefore, this course is not suitable for sensitive learners. Yet, this course will take a look at how stories with horrifying plotlines (curses, witches, illnesses, blood, poverty, abandonment, violence, death, etc.) provide entertainment and a thrill, but are also often rooted in reality, like social inequality, poor working conditions, and fears about societal changes. The novels in this course feature orphans who are thrust into desperate situations with irresponsible and self-serving adults (in order to highlight both the challenges of life and the resourcefulness of these young characters). For this reason, I do not recommend this genre for anyone who has been orphaned or has experienced domestic abuse, since the stories would be triggering. Additionally, the learners must be mature enough to think about the stories critically and to deal with shocking content. However, it is also to be noted that the Gothic genre has been used in history by persons who have been wronged and oppressed, like when it was merged with the slave narrative genre to increase its reach, appeal, and power. Therefore, the Gothic genre is an influential one, which is an important study, especially when it is masterfully merged with historical fiction by award-winning author Laura Amy Schlitz, but it is not for everyone!
供應清單
Each learner must have their own (or borrowed) copies of:
1) The Bad Beginning by Lemony Snicket
2) The Bad Beginning audiobook OR A Series of Unfortunate Events (Episode 1) - On Netflix
3) Splendors & Glooms by Laura Amy Schlitz
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外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
已加入 January, 2020
4.9
428評論
明星教育家
教師檔案
教師專業知識和證書
學士學位 在 英語 從 University of Windsor
副學士學位 在 英語 從 Canadian College of Educators
Hi! My name is Alaina Bell Gao, and I am an experienced Canadian English teacher with 15+ years of professional teaching experience. As a dedicated, creative, gentle, and patient neurodivergent teacher, many neurodiverse learners thrive in my classes, including those with ADHD, OCD, Autism, anxiety, and dyslexia. Additionally, I have experience working with gifted and 2E learners, many of whom have thrived in my classes. Finally, I am trained and experienced in teaching English as a second and foreign language and welcome international learners!

Teaching Style:
● Share the joy of learning
● Learn with my learners
● Welcoming class culture
● Patient and cheerful nurturer/encourager
● Passionate, fun, creative, and imaginative
● Interactive and engaging (with flexible requirements and accommodations)
● Inquiry and experiential teaching
● Creative projects and enrichment activities
● Academic deep dives with critical thinking
● Multidisciplinary real-world and culture-centred lessons
● Social-emotional connections
● Literature and writing specialty
● Unique content (self-designed)
● Passionate discussion, storytelling, games, projects, and activities

In the words of Antoine de Saint-Exupery, I teach students “to long for the endless immensity of the sea" to stimulate a desire for learning in an encouraging and fun environment. To this end, I consciously model a lifestyle of endless learning.

Professional Highlights:
● Teaching English literature and history at a top-ranking national exemplary Sino-American high school in China 
● Tutoring gifted students in critical thinking, close reading, literary analysis, and essay writing
● Teaching college English and launching their social and cultural anthropology course
● Teaching English language learners (English as a second/foreign language; TESL/TEFL certified)
● Guiding AP English Language and Literature, IELTS, and TOEFL learners to success
● Teaching Chinese history and culture for a Chinese cultural association and in schools
● Developing specialized programs for student needs so struggling learners could thrive
● Developing curriculum for private use and for organizations
● Writing children's historical and cultural books
● Authoring a textbook on project-based learning (Teacher's Discovery)
● Authoring a high school English textbook (Foreign Language Teaching and Research Press)
● Performing as a Department of Tourism Management voice actor and for the exam board
● Teaching beginner readers with games and activities
● Transforming reluctant readers and writers into confident ones
● Leading book clubs and literature circles
● Transforming learner perceptions of poetry and close reading
● Facilitating the yearbook and drama clubs
● Connecting with learners from around the world

As you can see, I work with learners of all ages and abilities. I have much experience supporting learners in achieving academic and personal success, whether that is entering an Ivy League university, a gifted education program, passing an IB or AP English course/exam, reading branches and early chapter books with excitement, reading a novel with comprehension, learning to love reading for the first time, gaining the confidence to express themselves, overcoming personal barriers to success, picking up a pencil to write and to write with passion, voicing their emotions and experiences powerfully, or completing a large project for the first time. I celebrate every success! 

My classes are very creative and interactive, with an encouraging, caring, stimulating, and inspiring environment, which is full of thought-provoking questions, deep discussions, meaningful connections, social-emotional reflections, interdisciplinary learning, and an international worldview. For most of my classes, we take time to savour the literature and I host plenty of engaging literature circles and book clubs, with an increasing range of multicultural novel options, in addition to the classics and Newberry award winners.

My classes are an enthusiastic deep dive into literary appreciation, close reading, and literary analysis without overwhelming the learners with heavy terminology. (I still incorporate references to figurative language, as well as the reader's response, formalist, historical, socio-cultural, and archetypal lens into my lessons, but this is done in a way that the learners can grasp, even without prior training.) Annotation and research skills are a focus in many classes, too. Additionally, I often talk about the power of a learner's choices and the impact those choices will have on their audience. This is to encourage an awareness of the creative process and of themselves as writers, poets, artists, and creators.

As for social studies, I am fascinated by people and cultures, as I am by stories and histories. Although I am Canadian, I lived in China for ten years, integrated into the culture, studied the history extensively, learned Mandarin, and started an educational not-for-profit organization with my Chinese husband. I am an experienced educator and am trusted by Chinese parents, the Chinese Association of Mississauga, and local teachers to teach Chinese history and culture. I also have friends and connections within many other cultures, so building up global awareness, cultural competence, and empathy is important to me!

Additionally, I care about each learner's well-being, so learners are welcome to bring a snack, drink, or fidget spinner to class if that will help and won't be a distraction to others. Learners are also welcome to take stretching breaks. Please reach out to me for any concerns or accommodations. Also, I have recently raised my prices at Outschool's recommendation (smaller class sizes and inflation), but I want to make this work for you! Do reach out to me if you are interested in one of my classes and are in need of a coupon.

Finally, I am an experienced and passionate educator, but I also live with chronic illness and a disability, which means that I greatly appreciate your support. This is my main job and I can only do it thanks to fabulous parents like you! Thank you! So, what are you looking for? Let me know! I would be happy to accommodate you, if possible! I look forward to hearing from you soon!

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現場團體小班課程
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US$60

每週或US$900 用於 45 課程
每週3次,共 15 週
50 分鐘

有7 位學習者完成此課程
即時視訊會議
年齡: 11-15
1-4 每班學員人數

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