Time Commitment

Most learners can expect to spend 3-5 hours per week (including the live meeting) working on class materials. 

Assignments Open Each Week

In order to allow for learners and their families to have the flexibility they need, assignments open by Monday of each week and are due by the following Sunday. Learners can complete work at whatever time works best for them throughout the week.

Guided Class Format

A guided class offers individual feedback from the instructor and weekly due dates for accountability. It does not, however, require live, on-camera meetings. 

Skills Needed

This class is the most advanced of my Middle School level classes (Middle School Level 3). It’s best suited for learners who have already developed the following skills: 

• Can write about 350-400 words (about 1.5 pages double spaced) on a single topic
• Confidently reads texts at or above 1000L on the Lexile rating
• Consistently identifies main ideas and supporting ideas while reading nonfiction texts
• Has practiced writing as a process that involves brainstorming, drafting, revising, and proofreading

This class is a good fit for advanced middle school readers who are not ready for high school-level writing or early high school writers who would benefit from more time and supports in writing but still need challenging reading material.  

Skills Gained

The class is set up so that students choose which writing prompts they’d like to complete for both of the two primary assignments. This means that students of varying ability levels and familiarity with academic writing conventions can find an assignment appropriate for their level.

All students will learn about the following:

• Developing reading comprehension and note-taking strategies
• Finding their own writing process
• Working on a complete draft in stages that focus on revision
• Reflecting on what works to build strong writing habits

Depending on which assignments they choose to complete, students will focus specifically on the following:

• Crafting strong thesis statements
• Summarizing outside sources in their own writing
• Analyzing outside sources
• Finding similarities when making comparisons
• Conducting independent research to find credible sources
• Incorporating sources into writing with appropriate citations

Common Core Standards Alignment

For those who are using Common Core standards, this course meets the following: 

All Learners:

• CCSS.ELA-LITERACY.RI.6.1, 7.1, and 8.1 (citing textual evidence)
• CCSS.ELA-LITERACY.RI.6.2, 7.2, and 8.2 (identifying central ideas)
• CCSS.ELA-LITERACY.RI.6.3, 7.3, and 8.3 (analyzing details in informational texts)
• CCSS.ELA-LITERACY.RI.6.4, 7.4, and 8.4 (determining word meaning in context)

Depending on Paper Prompt Chosen:

• CCSS.ELA-LITERACY.W.6.1, 7.1, and 8.1 (write arguments with reason and evidence)
• CCSS.ELA-LITERACY.W.6.2, 7.2, and 8.2 (write informative texts to examine a topic)
• CCSS.ELA-LITERACY.W.6.3, 7.3, and 8.3 (write narratives with details)
• CCSS.ELA-LITERACY.W.6.4, 7.4, and 8.4 (write appropriately to audience)
• CCS.ELA-LITERACY.W.6.5, 7.5, and 8.5 (plan, revise, edit and rewrite)
• CCS.ELA-LITERACY.W.6.7, 7.7, and 8.7 (conduct short research projects)
• CCS.ELA-LITERACY.W.6.8, 7.8, and 8.8 (gather information from credible sources)
• CCS.ELA-LITERACY.W.6.9, 7.9, and 8.9 (draw textual evidence to support analysis and research)
• CCS.ELA-LITERACY.W.6.10, 7.10, and 8.10 (write routinely over extended time frames)

Upon successful completion of class, instructor provides detailed exit letter suitable for inclusion in portfolio. Families may request numerical grade at beginning of class for a detailed course grade summary, but it is optional. 

Individual Support

All students will receive individualized video feedback on all rough drafts that specifically addresses their rough draft submissions.

My teaching philosophy very much focuses on starting with students’ strengths to build confidence and using them to work on improvements over time.

Feedback is tailored to each student’s individual needs and goals. I also encourage a lot of self-reflection and provide opportunities for students to directly communicate their challenges so that facing them with strategies becomes a normal part of the writing process.

Content Note

This book is designed for young learners and discusses topics such as breeding in a straightforward and non-graphic way. There is brief discussion of cultures where dogs are eaten for food. There is also discussion of the debates over selective breeding. 

To participate successfully in class, learners will need the following:

• A copy of A Dog in the Cave by Kay Frydenborg (ISBN 978-0-544-28656-6) (used copies are fine; borrowed/library copies are acceptable but it’s preferable for learners to have their own copy so they can take notes in it)
• Speakers/headphones
• Reliable internet connection
• PDF Reader
• Learners will submit work through Google Drive (a Google (Gmail) account can be acquired for free)

Dr. Michelle Parrinello-Cason

Dr. Michelle Parrinello-Cason has a Ph.D. in English with an emphasis on rhetoric and composition. She has more than a decade of teaching experience including six years of full-time college experience

See Dr. Parrinello-Cason’s Profile & Policies