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Join me for an enriching 8-week journey into the world of David Almond's "Skellig," designed specifically for teens who may benefit from extra support while exploring a text. Our course meets twice a week, providing a structured yet engaging approach to reading and comprehension.

This course is tailored for teens who may find traditional grade-level reading classes a little challenging to engage with. The supportive environment and structured approach I use will help them build confidence and improve their reading and analytical skills while enjoying a captivating story.By the end of the course, students will have read the complete book and gained valuable insights and skills that will aid their future literary explorations. 

---> Each week begins with a reading session where I will read "Skellig" aloud to the class. During these sessions, we will pause to discuss the story, ensuring that students fully grasp the narrative and its nuances. This interactive approach encourages engagement and helps students develop a deeper understanding of the text as we explore themes, characters, and plot together. These lessons will focus on comprehension and enjoyment.

---> The second lesson of the week is dedicated to a variety of enriching activities. These will include: Grammar and Writing Exercises: We'll focus on developing students' language skills through targeted grammar lessons and writing prompts that relate to the story.Literary Exploration: We'll delve into the hidden meanings behind character names and the literary connections to figures like William Blake and Charles Darwin, fostering a deeper appreciation of the text's layers.

I love teaching this book, as it offers a more simple text with complex themes and use of allusion. It is ideal for learners who may need a little extra support or confidence building when analysing a novel.

 I focus on building confidence and foundational skills in a nurturing and empowering environment. I help teens master core concepts, overcome academic challenges, and develop a love for learning that extends beyond the classroom.

  At the heart of my teaching philosophy lies a belief that learning should be an adventure, sprinkled with curiosity. We can be serious about learning without it always being too serious.

  I am a teacher who welcomes all students exactly as they are. I have a lot of experience with neurodivergent children and am a neurodivergent adult myself. Cameras can be turned off if preferred (after a quick hello with the camera on).

  When appropriate, I create 'low-demand' classroom experiences, which can work especially well with learners experiencing anxiety or those with PDA. I encourage and welcome participation, but am very quick to adapt to learners who are unable or unwilling to partake in an obvious and active manner. This can mean only using the chat, or even only listening.