包含什麼
32 現場會議
26 小時 40 分鐘 上課時間作業
每週 2-4 小時. Learners will be asked to read roughly 1/4 of a novel per week. Exact page numbers will depend on the novel. For each novel, there will be workbook pages or discussion questions provided that act as a reading companion. I do not grade this work.評估
For each unit (2 novels thematically linked), I provide optional project and essay prompts. Learners can complete an essay or a project to submit for feedback. Essays and projects will be submitted via Google Classroom.等級
If students submit an essay or a project, I will provide a rubric with a final letter grade, as well as comments within the essay or project itself.進度報告
I am always available and happy to work with caregivers to ensure that their learner's specific needs are met. If you wish to touch base with me about your learner, or discuss something in particular, don't hesitate to reach out and I will provide feedback.完成證書
At the end of the semester (December) or the course (May), learners can request a final grade report. Learners must be enrolled in the class for at least four novels (two units), and must have submitted at least two essays and/or projects to qualify. I am unable to accurately assess a student's performance otherwise. Grades will be an average of: class participation, in-class writing, and essay/project grades, weighted evenly. Grade reports will include a written report as well as letter/number grades.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - B2+
美國等級 9 - 12
Intermediate 等級
📣 Get your first class 50% off with code CONNOBACKTOSCHOOL15 (expires 11/1/24) 🌟Overview🌟 Welcome to YEAR 2 ongoing high school classics book club! This course is for you if you want your learner to: ✅ (further) develop a love of reading ✅ strengthen critical engagement with literature ✅ practice speaking and writing analytically about literature with their peers ✅ prepare for college-level reading and discussion Note that my year 1 class is NOT a pre-requisite for this class. Learners can choose to enroll in either one depending on which novels interest them. This is a relaxed but rigorous discussion-based course, where students come together to talk about great literature. In our weekly classes, we discuss themes, symbols, motifs, character development, conflict, literary devices, cultural relevance, and other elements at work in each novel. Though the class is discussion-based, I sometimes include direct instruction where needed, especially when introducing new novels. Some of these books are quite challenging, but in my experience, teenagers can absolutely understand and enjoy them with a little bit of encouragement and help along the way. I consistently hear from my students that though they wouldn’t necessarily choose to read the novels assigned, they are glad they did! The curriculum is organized into four thematic units, and each unit consists of two novels. Students read each novel over the course of four weeks, and complete each unit over the course of eight weeks. Throughout each unit, we discuss each novel separately, as well as the thematic links between the two. (See “Weekly Breakdown” below for further details.) For each unit, I offer students an extension essay assignment or project that they can complete and submit to me for individual feedback. There is no direct essay-writing instruction in this class, but I do provide feedback and grades to students who wish to practice their writing semi-independently. For students preparing for AP Literature & Composition, I provide an AP-style essay prompt each unit. Students also practice short analytic writing and receive feedback from me in each class. This is low-stakes writing usually sent in the Zoom chat that is meant to help students pause, think, and articulate their ideas in writing before discussing. This practice ultimately leads to deeper discussion. Students finish each novel with a cohesive and analytic understanding of the text and its place within the wider canon of literature. Throughout this course, students will have a chance to get a feel for what a college-level literature course is like by participating in analytic reading, writing, and discussion. This course is great for students who: ✅ love reading and discussing literature ✅ are looking for homeschool full-year language arts curriculum ✅ are preparing for the AP Literature & Composition exam ✅ are preparing to be English majors in college ✅ want to get college-ready ✅ are ESL or ELL students looking for advanced reading classes from experienced ELA teacher with TEFL certification ✅ are neurodivergent learners seeking a safe space to learn with peers ✅ want to supplement their English language arts classes ✅ want opportunities to receive feedback on their written work ✅ are looking for a welcoming and inclusive space to interact with peers 🌟 Class Format 🌟 - Warm up discussion (~10'): As students enter, we do introductions if there are new members, and talk about our first impressions of what we read for the week. - Literary Analysis Writing (~10'): After discussing, students write for 10 minutes, responding to a literary analysis prompt that gets them thinking about character development, themes, symbols, etc. Although this is a discussion class, the written portion allows students to understand what they think about the novel on a deeper level. Ultimately, it helps students not only practice writing analytically, but also deepens our subsequent discussion. During this time, I encourage students to send their responses to me in the chat, where I provide individual feedback and extension questions wherever time allows. - Analytic discussion (~25-30'): We then discuss the questions, using them as a jumping off point for deeper discussion. During this time, I also encourage students to pose their own discussion questions to the group. - Sign off (~3'): We close with a short activity that asks students to make an observation or a prediction about the book. 🌟Materials & Optional Graded Essay/Project🌟 For each book, I provide guided reading questions or workbook pages for the upcoming chapters. Students can use these materials alongside their weekly reading to facilitate critical thinking and engagement with the text. I do not correct or grade this work. For each unit, I also offer students an extension essay assignment or project that they can complete and submit to me for individual feedback. There is not direct essay-writing instruction in this class, but I do provide literary analysis prompts and feedback to students who wish to practice their writing semi-independently. I provide one AP-style essay prompt per novel for students who are preparing for AP Literature & Composition. Essays and projects will be submitted via Google Classroom. 🌟Weekly Breakdown🌟 **Please note that the readings should be complete BEFORE class each week, including the first week of classes. 🍁 Fall Semester 2024 UNIT 1: TIES THAT BIND: LATIN AMERICAN LITERATURE Book 1: One Hundred Years of Solitude by Gabriel Garcia Marquez **Students are expected to come to class having read chp. 1-5. 1. September 9 - September 15: Chapters 1 through 5 2. September 16 - September 22: Chapters 6 through 10 3. September 23 - September 29: Chapters 11 through 15 4. September 30 - October 6: Chapters 16 to END Book 2: The House of Spirits by Isabelle Allende 5. October 7 - October 13 6. October 14 - October 20 7. October 21 - October 27 8. October 28 - November 3 UNIT 2: GROWING UP AN IMMIGRANT: AMERICAN LITERATURE Book 3: My Antonia by Willa Cather 9. November 4 - November 10 10. November 11 - November 17 🦃 (Thanksgiving) *NO CLASSES*: November 18 - December 1 (two weeks) 11. December 2 - December 8 12. December 9 - December 15 ☃️ Winter Break *NO CLASSES: December 16 - January 5 (3 weeks) 🌸 Spring Semester 2025 (UNIT 2 CONTINUED) Book 4: Joy Luck Club by Amy Tan 1. January 6 - January 12 2. January 13 - January 19 3. January 20 - January 26 4. January 27 - February 2 UNIT 3: DARK FUTURES: DYSTOPIAN LITERATURE Book 5: Handmaid’s Tale by Margaret Atwood 5. February 3 - February 9 6. February 10 - February 16 7. February 17 - February 23 8. February 24 - March 2 Book 6: Fahrenheit 451 by Ray Bradbury 9. March 3 - March 9 10. March 10 - March 16 11. March 17 - March 23 12. March 24 - March 30 UNIT 4: SUFFERING & SURVIVAL: LITERATURE OF TRAUMA Book 7: Night by Elie Wiesel 13. March 31 - April 6 14. April 7 - April 13 🌿 Spring Break *NO CLASSES*: April 14 - April 20 15. April 21 - April 27 16. April 28 - May 4 Book 8: Beloved by Toni Morrison 17. May 5 - May 11 18. May 12 - May 18 19. May 19 - May 25 20. May 26 - June 1 Schedule subject to change based on student interest 🌟Teaching Methods🌟 In this course, I gently guide students toward critical engagement with the text through socratic questioning and light direct instruction where necessary. I also engage students in short writing exercises, usually in the middle of class, to develop their skills in thinking and writing critically about texts. While there are no black and white answers when it comes to analyzing literature, there are pathways that lead to rigorous critical engagement with the text. My aim is to set students on these pathways, and the challenge their thinking, all within a relaxed and engaging environment. 🌟Interaction🌟 This course is heavily discussion-based and requires students to actively engage with each other in discussion about the novels, either through speaking or through the chat-box. The level of peer-engagement in this course is akin to that of a college-level literature course. 🌟Prior Knowledge🌟 No prior knowledge is necessary. However, students should be able to read high-school level novels within 4-week time periods. 🌟 A Note About Content 🌟 Please note that because of the nature of this course, and of the reading content, sensitive topics are often discussed. I aim to create a judgement-free zone where students feel free to express themselves, and I expect and ensure that students discuss sensitive topics appropriately and with respect for their classmates. All the novels taught in this class are pulled from standard high school literature curriculum in the United States. However, be aware that many of them deal with adult topics such as racism, violence, drug use, and sexuality. Please research each book and decide if it is ultimately appropriate for your learner. 🌟 A Note About Inclusion 🌟 Also please note that whenever new learners join, I invite students to introduce themselves. As part of introductions, I give students the option to share their preferred pronouns (not required). I am committed to creating a fully inclusive classroom for today's teenagers. To that end, I also welcome neurodiverse learners and all students who have unique learning and/or social needs. I am a dually certified ELA and special education teacher, and thus have experience working in inclusive spaces with diverse groups of students. 🌟About the Teacher (official third-person bio) 🌟 Meg Connolly is a certified teacher with bachelors degrees in literature and philosophy. She has masters degrees in teaching ELA, grades 7-12, and in teaching students with disabilities. She has 11 years of teaching experience both in the US public school system and online. She has taught a wide range of courses throughout her career, from self-contained special education ELA to Advanced Placement Literature and Language & Composition. In addition to her masters, she is TESOL certified and experienced in working with ESL students. She also writes her own fictional short stories for podcasts. Check out her teacher profile for more info.
學習目標
Students will analyze how an author's choices concerning how to structure a text, order events within it and manipulate time contribute to the overall meaning and tone of the text (CCSS.ELA-LITERACY.RL.9-10.5)
Students will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS.ELA-LITERACY.RL.9-10.1)
教學大綱
課程
遵循 Teacher-Created 課程標準
與 Common Core State Standards (CCSS)對齊4 單位
32 課程
超過 32 週單位 1: Ties That Bind: Latin American Literature
課 1:
One Hundred Years of Solitude by Gabriel Garcia Marquez (Chapters 1 through 5)
- Introduction to One Hundred Years of Solitude
- Discussion on the first part of the novel.
50 分鐘線上直播課
1 作業
課 2:
One Hundred Years of Solitude by Gabriel Garcia Marquez (Chapters 6 through 10)
- Discussion on the second part of the novel
50 分鐘線上直播課
課 3:
One Hundred Years of Solitude by Gabriel Garcia Marquez (Chapters 11 through 15)
- Discussion on the third part of the novel
50 分鐘線上直播課
課 4:
One Hundred Years of Solitude by Gabriel Garcia Marquez (Chapters 16 through 20)
- Discussion on the final part of the novel
- Discussion of overall themes and key takeaways
50 分鐘線上直播課
其他詳情
父母的引導和規範
All the novels taught in this class are pulled from standard high school literature curriculum in the United States. However, be aware that many of them deal with adult topics such as racism, violence, drug use, and sexuality. Please research each book and decide if it is ultimately appropriate for your learner.
外部資源
除了 Outschool 教室外,本課程也使用:
教師專業知識和證書
2 教學證書
麻薩諸塞州 教學證書 在 英語/語言藝術
非美國 教學證書 在 向講其他語言的人講英語
2 度
碩士 在 教育 從 Fordham University
學士學位 在 英語 從 Fordham University
Meg Connolly is a certified teacher with bachelors degrees in literature and philosophy. She has masters degrees in teaching ELA, grades 7-12, and in teaching students with disabilities. In addition to her masters, she is TESOL certified and experienced in working with ESL students. She has ten years of teaching experience both in the US public school system and online. She has taught a wide range of courses throughout her career, from self-contained special education ELA to AP Literature. She also writes her own fictional short stories for podcasts. Check out her teacher profile for more info.
評論
現場小組課
US$29
每週或US$928 用於 32 課程每週上課 x 1 次, 32 週
50 分鐘
有15 為學習者完成此課程
即時視訊會議
年齡: 14-17
3-10 每班學員人數