How to Teach Homeschoolers English and Literature Online
How to teach homeschoolers analytical English and Literature online? When the author talks about analytical English, she indicates that teachers can teach students more than just basic grammar and speaking skills. Reading with literary analysis may be used to develop speaking abilities at any stage or level. The article will insight into how to teach homeschoolers analytical English and Literature online. Keep reading.
The plot, setting, conflict, crisis, characterization, increasing action, symbolism, foreshadowing, theme, tone, subplots, resolution, and other literary characteristics are studied by analytic-English teachers. The grammatical analysis is interwoven with these ideas. Their pupils go out on an adventure to uncover the riddle that makes a narrative wonderful.
Conducting such an analysis stimulates the mind, allowing students to learn to think critically in a way that can be applied to other areas of study, such as science and social studies. Together with their professors, students create their questions and contribute to the development of the curriculum. It is critical that students, in collaboration with their professors, raise questions and that analysis is applied to both real life and dreams.
How to teach homeschoolers analytical English and Literature online?
Let’s learn below how to teach homeschoolers analytical English and Literature online:
Including Literature and Great Books in the Curriculum
While grammar has always been taught in British and American schools, some European schools (for example, Italian schools) place a greater emphasis on the grammatical structure of English rather than literary interpretation. Native English speakers frequently emphasize the importance of content and meaning over grammatical form.
Great writers and speakers learn how to write and talk well by reading and studying a wide range of excellent books and articles. Even actual resources like newspapers, popular novels, and periodicals, whether online or in a brick-and-mortar institution, promote practical examination in the classroom.
The author argues that teachers should use the online format to emphasize the value of literary and communicative analysis since it allows students to become familiar with collocations, idioms, and the natural flow of the language. Start with the following ‘important question,’ which will elicit classroom discussion: What impact does Shakespeare’s portrayal of women have on women’s roles throughout history?
Although the Shakespearean example is suitable for upper-intermediate and advanced students, this concept may be simplified for lower-level students. Materials for teaching English-language learners should be more accessible and at a lower level.
The instructor may use pages from a fashion magazine or short articles about fashion, and then ask a question regarding the relevance of fashion in our lives today after the reading.
For example, how essential is it to appear stylish while meeting someone for the first time? What is your ‘favorite’ style? Which colors are popular right now? Keep in mind that reading about family, friends, and pets is not only age-appropriate but also entertaining and developmental when teaching very young learners, so it’s fine to be extremely simple.
Visuals and props are used to create a general structure
Teachers may opt to begin with PowerPoint presentations or slides to guide the discussion in the group. Although creating visual presentations takes effort, it is definitely worth it since images may help visual learners activate their information. Such PowerPoints facilitate conversation by allowing it to follow a pre-determined direction.
Visual presentations can be used to give a glimpse into the natural world or other intercultural settings. Teachers may also invite students to create and share pictures for the class since this is far more creative than simply asking them to accept facts.
In a world where digital communication is essential, the process of making digital presentations for classmates encourages everyone to become active communicators. Furthermore, the time spent studying for such presentations stimulates the minds of such kids.
Another three-dimensional type of visual display is props. Items in the room can be used as props. Many instructors like to use whiteboards to draw on. They also employ the usage of a digital whiteboard.
Everything in the room may be used as a prop. Stuffed animals, bottles of water, dolls, little sculptures, flags, phones, puppets, plastic toy food, handbags, phones, and drawings on paper are all common props. Artificial-intelligence machines are one of the author’s favorite props. Throughout the lecture, she asks Alexa, Cortana, and Hey-Google questions.
Visual presentations can be utilized to provide a look into the natural world or other cross-cultural situations. Teachers can also urge students to make and share visuals for the class, which is significantly more creative than merely asking them to accept facts.
Making digital presentations for classmates enables everyone to become active communicators in a world where digital communication is crucial. In addition, the time spent studying for such presentations stimulates the minds of these children.
Students appreciate hearing some of the replies that these bots provide. Students are urged to present artifacts that relate to the literature they are studying in order to be highly creative. Young students, for example, may share valuable jewelry related to O’Henry’s short novel “The Necklace.”
Allowing Students to Deliver Presentations
Students of all ages will feel accomplished after presenting a recorded presentation or live theater for an online class. Furthermore, the study that goes into the project boosts the confidence of the researchers. Teachers can use recordings of vintage radio broadcasts from the 1900s to share in class or assign as homework to help students learn more about the history of recorded radio programs.
Students will improve their linguistic skills by doing homework that asks them to listen to recorded dialogues. Advanced students benefit from hearing the history of other forms of English, such as Received Pronunciation, Posh Language, the Mid-Atlantic Accent, and any other language registers that may be encountered. It will be beneficial to take into account the teen-language register, the business-language register, and other styles of communicating.
Of course, some students will be more receptive to oral presentations in groups than others. Teachers might present a tough, alternate assignment to cope with students who are dissatisfied with an assignment.
Making puzzles for the class, developing diagrams, performing songs, or just penning poetry are all possibilities. Adults should provide feedback on how a given project will suit their job requirements. Children will get an understanding of their preferences and may be encouraged to express their views about them.
Texting and Message Boards
People can post their ideas and queries in a section of most internet sites. As the lesson proceeds, additional terms and concepts are added to provide a broad outline. The message board is a useful tool that allows students who like to write to post their questions and feedback, while those who want to ask questions loudly may do so freely.
The texting message board appeals to pupils who enjoy writing as well as those who are afraid to speak up. Texting allows students to contribute without disrupting the rest of the class.
Some digital platforms even include a feature that allows pupils to raise their hands and make a smiley face to indicate approval. Contributors can continue to engage with one another after class or leave questions for the teacher after the lesson has ended. Texting the class can be done at any time during the week, but it is important that the instructor monitors the texts to ensure that they are courteous, considerate, and appropriate.
Documents and Videos
It’s simple to share films and books over the internet. During class, teachers exchange films with students by sharing their screens. There is a link on Skype that may be clicked so that everyone can watch the videos at the same time.
Instructors might also assign the movies as homework to be watched before or after class. If you don’t want to make your own videos, the internet offers a plethora of audiovisual possibilities. Teachers, especially when dealing with youngsters, must make smart decisions when selecting audiovisuals that are appropriate for the audience.
When choosing tutorials that give extra practice outside of class, teachers must exercise caution. They can also pick from a large number of free PDF books (mostly classics) available in online libraries.
Students can simply download them if they are shared on a message board. If not, teachers may give connections to internet libraries where students may conduct useful research that will help them in the future.
Design and Drawing
Allowing children to express themselves via sketching and design, as well as sharing thoughts through the use of digital drawing pads or tablets, is beneficial. Some fields believe certain designs to be more valuable than others. They’re especially effective in an analytical English lesson where students are encouraged to draw scenes from books or personalities.
Students may be able to deduce what their peers are attempting to depict. Non-native speakers can strengthen their interpretative abilities by participating in art evaluations. Furthermore, such handcrafted digital drawings might be the subject of guessing games, with pupils sketching a person, location, item, or idea that their peers can guess by asking questions.
Games
Games may assist everyone gets to know one other and bond as a group, depending on the classroom audience. Even if the instructor is not teaching in a traditional classroom, he or she can still use engaging online games to engage students.
In bigger groups, assigning students to teams is a good idea. Teamwork can be done in the digital classroom or outside of it. Classmates may conduct studies on a writer, a book, or a historical era to be described in order for other teams to guess what they are describing. The game of “guess the job” is quite popular.
Students must compose a word while the other group guesses the missing letters in the fill-in-the-blank game. Students provide hints to their peers in order to assist them in deducing the answers.
Players may design crossword puzzles for the class based on literature, or the teacher may construct acrostics. Games should not simply be about guessing words; they might also be competitions that require the class to solve a problem. Similarly, students may invent new games.
Structure vs. Big Idea: Communicative English Instruction
The Communicative English Teaching Method (CLT) is effective because it involves students in conversations that are relevant to their everyday lives. Every scene in a novel provides new fodder for philosophical debate.
The teacher’s role is to pose critical questions that spark these types of discussions. The teacher’s ability to develop questions while leading the class along a unique route is critical to the success of this exercise.
Although communicative English instruction is intended for ESL students, it is closely linked to analytical literature instruction, which examines literary terminology. The beginning is communicative instruction, and the conclusion is advanced literature analysis applied to all pursuits. In the end, the huge concept takes precedence over the simple form.
CLT may be traced back to Sophocles’ dialectic approach, which comprises a conversation between two or more people who ask and answer questions in order to extract new ideas. Exploratory inquiries help people get a better knowledge of a topic. Teachers, for example, look for conclusions, implications, points of view, and reasons.
Noam Chomsky argued in ‘Syntactic Structures’ in the early 1960s that the structure of language alone was insufficient to explain language’s creativity and function. As a result, British instructors realized that they needed to teach more than just grammatical form; they also needed to teach practical function through directed conversation.
The goal of communicative teaching is to get pupils to transmit a lot of information in order to completely express themselves, even if they make mistakes. Students must be able to converse about real-life topics that are important to them. This is achievable in the online version while participating in humorous debates about literature and everyday life.
After considering these links between literary analysis and CLT, the author of this essay believes that in an online setting, it is feasible to integrate enjoyable literature with natural communication relating to actual life. These activities include, but are not limited to, roleplaying, task fulfillment, jigsaw puzzles, and discussing opinions, all of which may be completed effortlessly online.
Final thought
Teaching analytical literature encourages students to consider a wide range of contexts, cultures, and circumstances. Students brains are opened by science fiction to imagine what the future will be like. Students can examine human connections by reading romance literature.
Students get a foundation for a wide variety of English communication when they share their own narrative choices or compose their own stories, which include specialized jargon relating to health, law, commerce, and a number of areas. A great online lesson plan may be tweaked to fit the needs of students from various backgrounds and with various learning styles.
In a globalized society, learning to interact with students and collaborate online allows everyone to assist one another as a cohesive community. Teachers, like other professionals, engage in smart working while setting an example for their pupils, who will benefit as future smart workers in analytical English and other fields.
I hope this article on how to teach homeschoolers analytical English and Literature online was worth reading.
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