US$17
weeklyor US$200 for 12 classes
包含什麼
12 現場會議
11 上課時間作業
每週 4+ 小時. Since this course only meets once per week, students will be provided with reading/viewing assignments and four daily assignments each week. These assignments shall primarily be graded based on effort. 1. Weekly readings and/or viewing (novels, films, short stories, etc) [3 hours per week] 2. Ongoing literary analysis chart [15 minutes per week] Daily assignments per week [30-45 minutes per day] 1. Literary/film analysis worksheet 2. Poetry or nonfiction analysis (ISHAMPOO or SOAPSTONE) 3. Artistic/creative task (eg: Draw a scene from the novel) 4. Creative writing評估
Students will submit two projects each semester. These projects shall be used as assessments in lieu of exams.等級
A letter grade shall be provided at the end of each semester. Periodical progress reports may also be provided at teacher's convenience. Students must complete and submit all projects. Students who fail to submit projects will earn an "incomplete" and will not receive a semester grade. All assignments will be graded based on the 5-point scale, then weighted appropriately. The 5-point scale: A=5 (4.5-5): Far surpasses all standards and expectations B=4 (3.5-4.4): above average, exceeds standard C=3 (2.5-3.4): Meets standard expectations and requirements D=2 (1.5-2.4): Needs improvement/meets some expectations but falls below standard F= 1 (0-1.4): Does not meet standard expectations 0=0: did not turn in or did not complete Weighting (per trimester) 30% Engagement and effort 20% Homework/daily assignments (Trimester folder) 20% Mini project 30% Final Project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 8 - 9 年級
Beginner - Advanced 等級
*This listing is for semester 1 only. Separate enrollment required for semester 2. One of the biggest challenges for teens in their English classes is transitioning from reading comprehension to literary analysis. The fact that most classes rely on traditional methods and classical texts that most modern youths find "boring" makes it even more difficult. Don't get me wrong, I love classic literature, but I also know there are better ways of teaching the skillset and developing the knowledge than just relying on a bunch of old books written by a lot of dead white guys. I am a little crazy, constantly living in organized chaos, and finding engaging sources to work with in an effort to teach students the higher-level thinking skills they need for their high school English classes and beyond. It all starts with me, the odd-ball, overly caffeinated, and under slept teacher that is really good at building relationships with students, which in-turn, produces work ethic and results. But the second difference is almost just as important. I select texts and works that or of interest to the students. Some they are familiar with, some they have never seen before, but either way, I inspire them to look at the works differently than they ever have. "From Seuss to Shakespeare" is this course's motto, and we will cover both and a lot of the in between. Poetry will be a big part of this class, but it is more about personal experience with a poem, so we will watch more poetry than we read, and then, talk about our experience. We will read a handful of short works, but it is summer, so nothing too long or heavy. We will watch movies that seem like they are just fun to watch, but have layers of characterization, symbolism, and life-long lessons that few ever manage to notice. This weird summer class is going to feel a little more like a strange summer club, but when your students leave, they will have an understanding that is far different than you or they will expect. They will look at everything in the world a bit differently than they ever have before. And, as one of my former students used to always tell me, I will trick them into learning by making it fun. Combining project-based instruction with class discussion, my classes are anything but ordinary. My often unorthodox and creative approaches to teaching require students to think in ways they never imagined, inspiring both critical and creative thinking. My fun writing exercises empower students’ voice and encourage them to develop as writers, both formally and creatively, without the burdens and limitations that often come with old school teaching techniques. But above all, it is the relationships that I build with the students that really drives the classroom experience. This course in designed to teach higher level critical and creative thinking skills through in-depth literary analysis of prose, poetry, and film, and project-based learning. Students will also work to develop and hone their writing skills through a variety of creative and formal writing exercises. In order to better facilitate student learning, this coursed has been designed more thematically rather than in a linear fashion. Films have been selected because they meet one of the following criteria: A) are based on a classical work of literature traditionally taught in high school, B) are considered to be an “all-time great film,” or C) provide a perfect example for literary analysis as it pertains to theme, symbolism, characterization, or other key significant literary elements. In this course students will… -determine theme; -analyze plot and its various phases; -examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language; -understand the mono-myth (Hero’s Journey), The Heroine’s Journey, The Villain’s Journey, and character archetypes; -develop an understanding of modern pop-culture. This course provides opportunities to for students to develop the following skills: 1.Explain the function of character. 2.Explain the function of setting. 3.Explain the function of plot and structure. 4.Explain the function of the narrator or speaker. 5.Explain the function of word choice, imagery, and symbolism. 6.Explain the function of comparison. 7.Develop textually substantiated arguments about interpretations of a portion or whole text. About the class: We'll start off the course with the basics. A simple introduction to literary analysis with a few fun activities, some boring literary vocabulary, and Dr. Seuss. We will talk about superheroes, and The Hero's Journey, along the way as we delve into character archetypes, story structure, and symbolism. We will dig into various genres and classic themes, discovering what makes a story great no matter how that story is told, be it a short story, novel, or film. We will talk about these stories, what makes them great, and why we can relate to them. Rather than focus on just the classics, we will take a different approach, blending a few classic novels with short stories, graphic novels, and films. Selections are designed to be both meaningful and engaging, making the material more high-interest and applicable to today's teens. Since we will only meet once a week, students are expected to be self-motivated or have parental guidance, as students will be tasked with daily assignments throughout the week. While students are expected to keep up with the viewing/reading, they may also work ahead. Grading Students shall be evaluated overall by a combination of engagement, progression, and learning. Rather than waste time on trivial grading, much of the work in this course is designed as exercises in order to promote student development. Students that are actively engaged and put forth the effort will excel with the assessments. That being said, it is the finish product that is more important when it comes to student assessment. Students shall maintain all work as assigned in a digital folder or physical notebook. As most assignments are designed as practice exercises, these will typically be scored as credit/no credit based on effort and completion. Daily assignments and regular homework will be kept in this file and submitted for scoring at the end of the trimester. Students keeping a physical copy rather than a digital copy must submit their work in photograph form as a slideshow. In lieu of formal exams, this course will use essays and projects as the primary form of student assessment. Projects must be submitted on the date due. Work submitted after the deadline may not be evaluated or scored. FULL COURSE OUTLINE (Year at a glance) ***Separate enrollment required for each semester*** SEMESTER 1 Introduction to literary analysis The Hero's Journey and archetypes Mythology Good VS evil and concepts of heaven and hell Being a hero Underdogs, revenge, and redemption Books: "The Cat in the Hat" "Horton Hears a Who" "The Star-bellied Sneetches" "All-Star Superman" Manga Classics, "The Count of Monte Cristo" Plus, a dystopian novel of the student's choice from a provided list (winter break assignment) Short Stories Selected stories from Greek Mythology (links provided) "The Most Dangerous Game" "Lamb to the Slaughter" "3:10 to Yuma" Films: "The Princess Bride" "Batman Begins" "Men in Black" "Clash of the Titans" "Thor Ragnarok" "The Truman Show" "Rocky" "Gladiator" [R] Other -selected spoken word poems (Youtube) -"Thug Notes" (Youtube) -Dante's "Divine Comedy: The Inferno" (discussed and explained in brief) -possible TED talks SEMESTER 2 (separate enrollment required) Dystopian literature and films Coming of age and teen angst An introduction to Shakespeare Madness and monsters Books "The Giver" "Etiquette and Espionage" "Persepolis" "Dracula" (Manga Classics and/or the Original by Bram Stoker) Short Stories "The Lottery" "Harrison Bergeron" "There Will Come Soft Rains" "The Tell-tale Heart" Films "The Lego Movie" (additional dystopian films, student choice from a list to be provided) "The Perks of Being a Wallflower" (additional coming of age films, student choice from a list to be provided) "10 Things I Hate About You" "The Joker" "The Shining" Other -selected spoken word poems (Youtube) -"Thug Notes" (Youtube) -possible TED talks
學習目標
-analyze plot and its various phases;
-examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language;
教學大綱
課程
遵循 Teacher-Created 課程標準
與 Common Core State Standards (CCSS)對齊12 課程
超過 12 週課 1:
Introduction to literary analysis
Figurative language, poetry, and Seuss
55 分鐘線上直播課
課 2:
The Hero's Journey Part 1
"The Princess Bride" and "The Most Dangerous Game"
Archetypes and the forest
55 分鐘線上直播課
課 3:
The Hero's Journey Part 2
"Batman Begins" and "Men in Black"
55 分鐘線上直播課
課 4:
Mythology
"The Odyssey" (in brief) and "Clash of the Titans"
55 分鐘線上直播課
其他詳情
父母的引導和規範
This course is rated PG-13 and may not be suitable for all learners. Be advised that works discussed in this course may have mature content, including strong language, sexual innuendo, mild violence, references to substance abuse, and suicide. While these elements may exist, none of them are extreme and almost everything in this course would typically be considered either PG or PG-13. Three film selections are rated R; however, while we will discuss them in the course, parents may opt for their students to skip viewing at their discretion. Parents should be comfortable with the works in the course as well as the open and honest discussions that the content may lead to.
In addition to the major works listed, supplemental videos may contain similar content, typically in regard to language in some of the spoken word poetry and "Thug Notes." "Thug notes" is a series by wisecrack.com available on Youtube, covering over 100 works of literature, providing a summary and analysis in a comical, approachable, and entertaining manner, that is often much more effective at reaching students and explaining literature with a modern twist in ways that I cannot.
R-Rated Films:
Semester 1
"Gladiator" due to extreme bloody violence and some sexual references
Semester 2 (separate enrollment required)
"The Shining" due to graphic violence, profanity, and brief nudity (of a deathly nature, not a sexual one)
"The Joker" due to strong bloody violence, disturbing behavior, language and brief sexual images1
供應清單
Students are responsible for acquiring their own access to books and films. Semester 1 Books: "The Cat in the Hat" "Horton Hears a Who" "The Star-bellied Sneetches" "All-Star Superman" Manga Classics, "The Count of Monte Cristo" Plus, a dystopian novel of the student's choice from a provided list (winter break assignment) Short Stories Selected stories from Greek Mythology (links provided) "The Most Dangerous Game" "Lamb to the Slaughter" "3:10 to Yuma" Films: "The Princess Bride" "Batman Begins" "Men in Black" "Clash of the Titans" "Thor Ragnarok" "The Truman Show" "Rocky" "Gladiator" [R]
外部資源
除了 Outschool 教室外,本課程也使用:
來源
Semester 1
Books:
"The Cat in the Hat"
"Horton Hears a Who"
"The Star-bellied Sneetches"
"All-Star Superman"
Manga Classics, "The Count of Monte Cristo"
Plus, a dystopian novel of the student's choice from a provided list (winter break assignment)
Short Stories
Selected stories from Greek Mythology (links provided)
"The Most Dangerous Game"
"Lamb to the Slaughter"
"3:10 to Yuma"
Films:
"The Princess Bride"
"Batman Begins"
"Men in Black"
"Clash of the Titans"
"Thor Ragnarok"
"The Truman Show"
"Rocky"
"Gladiator" [R]
Other
-selected spoken word poems (Youtube)
-"Thug Notes" (Youtube)
-Dante's "Divine Comedy: The Inferno" (discussed and explained in brief)
-possible TED talks
認識老師
教師專業知識和證書
加州 教學證書 在 英語/語言藝術
學士學位 在 英語 從 University of California Santa Barbara
Credentialed teacher with almost 20 years of experience in education. Certified AP English teacher, forensics coach (speech and debate), with an extensive background in drama. I have taught in multiple states in the U.S. and spent three years teaching in China. I am traveler, chef, poet, and storyteller, specializing in writing instruction, literary analysis, creative projects, and above all, building student teacher relationships.
評論
"Mr. J." (Jeremy Ballard)的其他課程
"Mr. J." (Jeremy Ballard)的其他課程
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