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中學英語語言藝術 (ELA) 第一學期:內在轉變

新班級
年齡 11-14
現場團體小班課程
在這個為期 13 週的學期課程中,學生將透過詩歌、虛構人物分析、短篇小說寫作和個人敘事寫作來探索「個人改變」。對於家庭學生或需要豐富知識的人來說,這是一個不錯的選擇。
平均評分:
5.0
評論數量:
(27 評論)
明星教育家

即時視訊會議
每週3次,共 13 週
4-10 名學習者(每班)
60 分鐘

包含什麼

39 現場會議
39 上課時間
作業
每週 2-4 小時. Students will be assigned some reading as homework. This can range between a one-page poem to 3 chapters of a novel. Audio versions will be provided to assist all students (digital or hardcopies of our two novels should still be purchased/rented). Students will also work a project during each unit. Projects will be submitted via the Outschool Classroom.
評估
I will provide written feedback on all four course projects. Please contact me ahead of time to request graded projects at no cost.
評分
包括
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課堂經歷

英語程度 - 未知
美國 6 - 8 年級
This is a 13-week semester-long full curriculum course that develops students’ reading, analysis, and writing skills while exploring our course’s essential question: “How do individuals change?” A fitting option for students who are in homeschool or need a supplement to their school studies, this course is planned to connect students with themselves and enrich their understanding of others.

Be aware that the course meets 3 times a week and 1-2 hours of homework is expected between each class meeting. The homework is typically reading and analysis that will aid class discussions, as well as work on students’ projects. The homework allows students to independently practice their skills as they further develop those skills during our collaborative class meetings.

Our course is divided into four units. At the end of each unit, students will demonstrate their understanding with a project that captures the concepts learned throughout the unit and course.

Unit One engages students in poetry. Students will analyze various poems to develop an understanding of sensory details, adjectives, adverbs, strong verbs, present tense, metaphors, alliteration, assonance, enjambment, and punctuation. By the end of the unit, students will utilize the mentioned concepts to write and present a collection of poetry centered on people and moments that changed them.

Unit Two has students reading and analyzing the historical fiction novel Esperanza Rising by Pam Muñoz Ryan. Students will become familiar with direct vs. indirect characterization, annotating, citing textual evidence, outlining, writing a thesis statement, and organizing a presentation. By the end of the unit, students will utilize the mentioned concepts to create and present a character analysis slideshow that explains how the the novel’s main character is transformed by her interactions with other characters.

Unit Three builds on the previous two units by preparing students to write an original short story. Students will read and analyze various short stories to develop an understanding of protagonists, secondary characters, character wants and flaws, setting, Freytag’s Pyramid, and peer feedback. Students will also build upon their knowledge of sensory details and indirect characterization. By the end of the unit, students will utilize the mentioned concepts to write and present an original short story that follows a protagonist on a journey that leads to personal transformation.

Unit Four further develops students’ reading, analysis, and writing skills as they engage with the dystopian sci-fi novel Maximillian Fly by Angie Sage. Students will become familiar with the components of the dystopia genre as they develop their vocabulary. Students will revisit concepts from throughout the course as they build towards writing a personal narrative essay about a time when they misjudged something or someone.

Students should be prepared to participate in class and engage with texts at grade level. I am here to aid students as they develop, but that can only happen if students are prepared to read our texts with moderate to minimal assistance.

Two novels must be purchased/rented for this course: Esperanza Rising by Pam Muñoz Ryan (purchased/rented by Unit 2) and Maximillian Fly by Angie Sage (purchased/rented by Unit 4). Others course texts will be provided during the course and be accessible via the Outschool Classroom.

Weekly Breakdown

Unit One: Poetry

Week 1 (3 meetings)
- Unit project preview, introduction to poetry, free verse, and sensory detail
- Adjectives, nouns, and using the 5 senses
- Strong verbs, brainstorming poems. Homework: read poems for discussion

Week 2 (3 meetings)
- Bringing emotion to poems, present tense, metaphors. Homework: Give feedback to sample poems
- Slowing down and using specifics, alliteration, assonance. Homework: Begin work on poetry collection
- Enjambment and punctuation

Week 3 (3 meetings)
- Reading poetry, structuring poetry, critiquing poetry
- Develop poetry collections
- Poetry performances and unit wrap-up

Unit Two: Character Analysis

Week 4 (3 meetings)
- Unit project preview, background knowledge. Homework: Read assigned chapters of Esperanza Rising
- Discussion, direct vs. indirect characterization, citing textual evidence. Homework: Read assigned chapters
- Analyzing supporting characters. Homework: Read assigned chapters

Week 5 (3 meetings)
- Analyzing supporting characters, read novel, discussion. Homework: Read assigned chapters
- Discussion, analyzing Esperanza, begin focusing on selected secondary characters. Homework: Read assigned chapters
- Discussion, finish novel, continue working on project

Week 6 (3 meetings)
- Organizing a character analysis, continue working on project
- Finishing a character analysis, project checklist
- Slideshow presentations, unit wrap-up

Unit Three: Short Story Writing

Week 7 (3 meetings)
- Unit project preview, brainstorming ideas. Homework: Read assigned short story
- Protagonist, want and flaw, discussion. Homework: Read assigned short story
- Discussion, settings and sensory detail. Homework: Read assigned short story

Week 8 (3 meetings)
- Discussion, Freytag’s Pyramid. Homework: Read assigned short story
- Discussion, Freytag’s Pyramid, short story analysis. Homework: Read assigned short story
- Discussion, secondary characters

Week 9 (3 meetings)
- Formatting dialogue, revealing character
- Continue working on project, peer feedback
- Short story readings, unit wrap-up

Unit Four: Personal Narrative

Week 10 (3 meetings)
- Unit project preview, background knowledge, begin Maximillian Fly. Homework: Read assigned chapters
- Discussion, Freewrite, read chapter. Homework: Read assigned chapters
- Discussion, elements of a dystopia. Homework: Read assigned chapters

Week 11 (3 meetings)
- Discussion, creating a dystopia, read chapter. Homework: Read assigned chapters and finish creating dystopia
- Discussion, dystopia presentations, read chapter. Homework: Read assigned chapters
- Discussion, changing POV and tenses, read chapter. Homework: Read assigned chapters

Week 12 (3 meetings)
- Discussion, character voice. Homework: Read assigned chapters
- Discussion, read chapter, personal narrative example. Homework: Read assigned chapters
- Discussion, read chapter, outlining a personal narrative. Homework: Read assigned chapters, work on personal narrative

Week 13 (3 meetings)
- Discussion, novel wrap-up, personal narrative writing. Homework: Finish draft
- Peer feedback and revision
- Personal narrative presentations and semester wrap-up

學習目標

- Develop the ability to use sensory detail, adjectives, nouns, and strong verbs effectively in a poem
- Use literary devices like metaphors, alliteration, and assonance
- Understand the concept of enjambment and the role of punctuation in poetry
- Practice reading, structuring, critiquing poetry, and performing poetry
- Analyze both main and supporting characters in a literary piece using textual evidence
- Learn how to organize and complete a character analysis
- Develop the ability to brainstorm and develop story ideas
- Understand key components of a story including protagonist, setting, and secondary characters
- Familiarize with narrative structures like Freytag’s Pyramid
- Understand and utilize indirect characterization
- Explore the genre of dystopian literature and understand its key elements
- Learn how to outline and write a personal narrative

其他詳情

父母的引導和規範
The texts that we encounter during this course will present an array of human experiences, from poverty to discrimination to death. This course also offers students the opportunity to write about their personal experiences. While no one is forced, or even suggested, to write about a specific subject, previous students have chosen to write about very traumatizing experiences related to sickness and death of loved ones. I appreciate that such students take advantage of the cathartic nature of writing, and I do keep parents in the loop about any behavior that I think warrants their attention. Please let me know ahead of time if there is anything related to your learner that I should be aware of.
供應清單
A copy of Esperanza Rising by Pam Muñoz Ryan (digital or hardcopy)
A copy of Maximillian Fly by Angie Sage (digital or hardcopy)
All other materials will be provided throughout the course via the Outschool Classroom
外部資源
除了 Outschool 教室外,本課程也使用:
來源
sunday afternoon on the front porch by Jacqueline Woodson Echoes by Pat Mora Earth Day on the Bay by Gary Soto Coming Home at Twilight in Late Summer By Jane Kenyon Esperanza Rising by Pam Muñoz Ryan Secret Samantha by Tim Federie The Most Dangerous Game by Richard Connell The Difficult Path by Grace Lin How To Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium by Matt de la Peña Seventh Grade by Gary Soto Flying Lessons by Soman Chainani Maximillian Fly by Angie Sage

認識老師

已加入 March, 2023
5.0
27評論
明星教育家
教師檔案
教師專業知識和證書
碩士 在 教育 從 University of Redlands
學士學位 由 University of California, Riverside
副學士學位 由 Riverside City College
I have taught Language Arts in-person and online to students ranging from elementary to high school. This course is an adapted mishmash of various lessons I've taught throughout my teaching career and is refitted to align with middle grade students. I have my Bachelor's in Creative Writing and my Master's in Education. Most importantly, I have a genuine enthusiasm for this course. I'm up way past my bedtime typing this because I couldn't wait until the morning. I'm just really interested and excited to present this course and engage students in all that is has to offer.

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