基於文學的語言藝術：非小說小說中的行動主義與政府
在這個為期四週的線上課程中，學習者將閱讀兩本非小說類小說，探討導緻美國政府變革的事件和行動主義，並練習說服性寫作作為行動主義的一種形式。
Malikai Bass M.A
平均評分：
5.0
評論數量：(327)
熱門課程
包含什麼
8 現場會議
6 上課時間作業
每週 2-4 小時. Students will complete daily reading and writing activities Tuesday, Wednesday, and Thursday. This should take approximately one hour per day. They will also complete two short projects.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 - 未知
美國 7 - 9 年級
Advanced 等級
This is the fifth course in a year-long rotation. This class goes a step beyond your average book club and is designed to support neurodivergent learners. Texts chosen are available on platforms with dyslexia-friendly options including audiobooks and a variety of writing supports and accommodations are available. Scaffolding is provided for new or non-literal language. The course is taught by a neurodivergent educator. In the second half of the year we will be focusing on using the critical thinking skills we have developed and connections to literature. We will continue developing literary analysis skills to prepare learners for advanced learning opportunities in literature. In this unit, learners will read Flesh and Blood So Cheap by Albert Marrin, a non fiction book which focuses on the Triangle Shirtwaist Factory fire that occurred in 1911 in New York City andprovides a historical account of the tragic event and the ways it impacted labor laws and worker's right in the United States, and The 57 Bus by Daksha Slayer which tells the true story of a crime on an Oakland bus in which an agender teenager's skirt was set on fire in the context of evolving understanding of gender and justice. This course involves a substantial amount of independent work in the style of a flipped classroom and assumes the learner will dedicate approximately 45 minutes to an hour each weekday we do not meet. A teacher-created workbook is included with your enrollment in the course to guide reading. These activities can be accommodated based on the needs of the individual learner to provide more time and support for emerging skills. All materials used with appropriate rights and permissions. Week 1: - Introductions - Building Background Knowledge - Speech by Rose Schneiderman - First Half of Flesh and Blood So Cheap -Guided Notes, and Writing Prompts - Comprehension Quiz and Discussion -Op-Ed Writing Introduction - Modern Labor Conditions Week 2: - "Factory Windows are Always Broken" by Vachel Lindsay - "Song of the Shirt" Thomas Hood - Op-Ed Writing Project -Second Half of Flesh and Blood So Cheap -Guided Notes, and Writing Prompts - Comprehension Quiz and Discussion Week 3: - Historical First for LGBTQ+ Americans - Mini Research Project -First Half of The 57 Bus -Guided Notes, and Writing Prompts - Comprehension Quiz and Discussion - Op-Eds on Gender Neutral Bathrooms Week 4: - If by Rudyard Kipling - Research Project - Second Half of The 57 Bus -Guided Notes, and Writing Prompts - Comprehension Quiz and Discussion
學習目標
W.8.1. Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports
the argument presented
RL.8.11. Interpret, analyze, and evaluate narratives, poetry, and drama,
artistically and ethically by making connections to: other texts, ideas, cultural
perspectives, eras, personal events, and situations.
a. Self-select text to develop personal preferences.
b. Establish and use criteria to classify, select, and evaluate texts to make
informed judgments about the quality of the pieces
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
RI.8.2. Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.
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
specific word choices on meaning and tone, including analogies or allusions to
other texts.
RI.8.5. 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.
RI.8.6. Determine an author’s point of view or purpose in a text and analyze how
the author acknowledges and responds to conflicting evidence or viewpoints.
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
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting,
and plot; provide an objective summary of the text.
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.
RL.8.4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
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.
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.
其他詳情
父母的引導和規範
Learners will need to access Nearpod during class. There is no login required. These texts contain mature themes for middle grade readers including detailed descriptions of the tragedy of the Triangle Shirtwaist Factory Fire and the injuries sustained by Sasha in the 57 bus as well as violence witnessed by Richard while living in Oakland. Both texts deal with the aftermath of death and suicide is mentioned in The 57 Bus. The 57 Bus contains brief mentions of sex including teenage pregnancy but there are no sexually descriptive scenes or direct references to behavior. There is mature language similar to a PG-13 movie in The 57 Bus as the book contains direct quotes from several teenagers.
供應清單
Learners will need a teacher created printable workbook and copies of both texts.
外部資源
除了 Outschool 教室外，本課程也使用：
已加入 April, 2021
5.0
327評論
熱門課程
教師專業知識和證書
As a queer disabled young adult, I have always been very interested in the history of both groups of people and the history of other groups of people which have not been represented well. During my professional career working in museums, including getting my masters in this field, I have focused on foregrounding history of those on the margins and understanding how they are imapcted by events. I have been active in multiple forms of government including being nominated as a Partner in Policy for the state of TN with a focus on disability policy.
I began reading at the age of three and have averaged multiple books a week since. I have a honor's in discipline in English from East Tennessee State University where my focus was on middle grades and young adult literature. I was a peer tutor for four years teaching college level English including preparing students to take the GRE for an additional two years. I have been teaching online book clubs for two years online and last year my average student who took standardized pre-post tests (The NWEA MAP Growth exam) improved their reading placement by two grade levels.
I completed my undergraduate thesis on the subject of middle grades literature and won local and state wide awards including having the honor of presenting at a statewide conference for outstanding undergraduate research.
Relevant Coursework:
Read 3100 Teach Read for K-6. This course is exceptionally relevant to this course as it provided a foundation in the science of reading approach which provides explicit, direct, and accurate phonics based instruction to support all readers. This is utilized in this course despite the difference in age ranges through optional spelling activities to support learners who may have lagging skills in reading and spelling.
Read 3200: Teaching Writing and Language Arts. This course provided frameworks and strategies for teaching writing in motivating ways to students and for understanding the development pathways of writing and language arts.
Eng 3118: Honor's Lit Focus. In this focus I explored representations of American History, focusing on the complex history of California, through a variety of literature for adolescents. This class also modeled engaging ways of teaching literature for this age group and dealing with complex subject matter.
English 4077: Literature For Adolescents This class focused on the teaching, critical analysis, and exploration of literature for middle school students. It explored methods of education and dealing with complex subject matter as well as strategies for evaluating texts both academically and developmentally. 評論
現場團體小班課程
US$120
用於 8 課程每週2次，共 4 週
45 分鐘
有3 位學習者完成此課程
即時視訊會議
年齡: 12-15
3-6 每班學員人數
