Middle School Writing with Think For Yourself

Overview

When you have to make a decision, how do you start? 

This guide doesn't tell you what to think. Instead it tells you how to approach a wide range of questions and concerns. 

In this class, we'll read Think for Yourself and practice the research skills outlined in the text. 

At the end of class, you'll create an annotated works cited page on a topic of your choice. 

Guided Class Flexibility 

This is a guided class, which means there are no live meetings, but there is student-teacher interaction and weekly due dates for assignments. This format works well for students who don’t enjoy live, on-camera sessions or who have unpredictable weekly schedules. 

Students can interact with the instructor and each other via our class discussion boards.


Course Details

Ages: 11-14

Schedule: August 24-October 18, 2026 with no live meetings. 

Supplies: 

  • A copy of Think for Yourself by Andrea Debbink (ISBN: 9781950500048)(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) (Bookshop Link)
  • PDF Reader
  • Learners will submit work through Google Drive (a Google (Gmail) account can be acquired for free)

Assignments Open Each Week

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

Evaluation and Records

At the beginning of class, families will have the option to opt into numerical grading. All learners will receive a detailed class wrap-up report suitable for inclusion in a portfolio. All students receive detailed feedback (including video feedback) on major assignments. 

Pricing options

This class uses a sliding fee scale for pricing options in order to build more equitable access to these educational opportunities.

Is this the right fit?

This class is the standard option for my Middle School level classes. It’s designed for learners who have a basic introduction to writing but not much experience with formal academic writing assignments. Learners will do best if they have the following skills: 

  • Can write about 300 words (about 1 page double spaced) on a single topic
  • Confidently reads texts at or above 700L on the Lexile rating
  • Has practiced discussing reading material
  • Has practiced writing about reading material (even if informally)

This class is a good fit for middle school readers who want to explore the connection between reading and writing in a supportive environment that will address their individual writing needs through personal feedback.  

Learners who have no previous writing experience may benefit from taking the Middle School Writing Foundations series first.

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
  • Crafting narratives
  • Writing creatively
  • Finding similarities when making comparisons
  • Creating multimodal projects to communicate ideas
  • 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.6.8, 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.


Meet Your Teacher!

Michelle Parrinello-Cason

Dr. Michelle Parrinello-Cason is the founder of Dayla Learning. She has a PhD in rhetoric and composition, a passion for helping students find their writing voice, and two homeschooling children of her own. Michelle has taught in a wide variety of settings including six years as a full-time college professor. She has been teaching virtual and in-person homeschool writing and humanities classes for more than five years. Michelle believes in meeting students where they are and — as any of her previous students will tell you — believes deeply that there is no such thing as a bad rough draft!