RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
W.9-10.2.d Use precise language and domain- specific vocabulary to manage the complexity of the topic.
W.9-10.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research
SL.9-10.1 Initiate and participate effectively in arange of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.1.a Use parallel structure.
L.9-10.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

I have been involved in classical literature and mythological study since I was a small child. I have always loved looking back into the past and using it as a mirror to examine today's ideas both as a benchmark for progress and an inspiration for further improvement. 
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. 

1 - 2 每週課外時間
Homework
頻率: 3-6 per week
回饋: 如所須
細節: Between classes students will be asked to read and respond to short poems and/or biographical pieces about the poets through short writing tasks. Students will have time in class for the final project but will need to work on it outside of class as well. 
Projects
頻率: 3-6 per week
回饋: 如所須
細節: Students will have regular informal assessment through in-class writing as well as the take-home assessment of our final project. 
Assessment
頻率: 1 after class completion
細節: Students will have regular informal assessment through in-class writing as well as the take-home assessment of our final project. 

This course is designed and taught by a 2E educator to include 2e and ND students
- careful font selections
- graphic organizers
- transcripts of video content
- lined writing spaces
- ability to dictate written work if needed

Learners should be able to read and analyze texts at an early high school level. Learners should be able to write a multi-paragraph essay. 

THE PASSIONATE SHEPHERD TO HIS LOVE
Christopher Marlowe. 1599.
THE NYMPH’S REPLY TO THE SHEPHERD
Sir Walter Raleigh. 1600.
RALEIGH WAS RIGHT
William Carlos Williams. 1944 
The Bait John Donne