A goal that fits
We start with school work, interests, and the skill your teen needs now—whether that means catching up, getting ahead, or focusing on one challenge.
ENGLISH FOR TEENS · AGES 13–17
A plan built around your teen, one lesson at a time.
Some learners need careful support with school grammar. Others are ready for a longer project that brings reading, writing, and speaking together. I create the materials for the learner in front of me and adjust the next lesson as I learn what helps.
One-to-one lessons · A parent or guardian books
WHAT THE LESSON FEE COVERS
Teaching, planning, and a clear next step
A lesson is part of an individual path. Families can see what we practiced and why the next task was chosen.
Original lesson work
I make most activities myself, bringing in a book or published resource when it serves the goal. The task can change when the learner shows me a better next step.
Specific follow-up
After every lesson I send a written recap of what we covered, what worked, what needs practice, and any connected homework or reading.
ILLUSTRATIVE UNIT PLAN
A project that gives each skill a purpose
This example shows how an eight-lesson direction might connect language work to a short museum-style presentation. It is a demonstration of lesson design, not a fixed course or a claim about any learner’s result.
| Lesson | Learning focus | What it builds toward |
|---|---|---|
| 1 | Compare two accounts of the same event. | Choose a project subject and explain a first viewpoint. |
| 2 | Build a word bank with roots and word families. | Read unfamiliar historical material with more independence. |
| 3 | Choose precise words and test close meanings. | Draft a short, audience-friendly exhibit label. |
| 4 | Explain sequence and cause with past-perfect forms. | Make the order of historical events clear. |
| 5 | Connect the past to the present. | Explain why the subject still matters and revise a panel. |
| 6 | Tell the human story with specific verbs and details. | Help an audience picture a person, not only a date. |
| 7 | Link evidence and sentences in a reading and speaking game. | Shift prepared writing toward spoken explanation when that is more useful. |
| 8 | Present and respond. | Use the language in a short presentation and answer questions. |
A LOOK INSIDE A LESSON
From history to a spoken explanation
The artists made inflatable vehicles. The vehicles changed what observers believed they saw.
Try: Join the ideas using that, then explain aloud why the detail matters to the story.
A teacher-created demonstration of a sentence-joining task. The language practice supports the later presentation.
WHY THE PLAN CAN CHANGE
The next lesson follows the evidence
The original unit map included more written revision. A later prepared lesson placed more weight on spoken links and presentation practice. That is the value of a plan: it gives direction while leaving room to respond to what the learner needs.
The map and activity are adapted demonstrations. Prepared material is not presented as proof that every lesson was delivered or that a particular result was achieved.
“The lesson was fun, I really liked the game we played.”
— Student comment, shared without a name
A DIFFERENT SEVENTH-GRADE GOAL
Focused support can still lead to original work
Another learner needed help with school grammar. Rather than stop at a single fill-in-the-blank sentence, I move from vocabulary and reading to the language skill and then to the learner’s own explanation. This teacher-created demonstration shows that sequence.
Get the words ready
Clarify revise, display, and judging before asking the learner to read about a school project.
Read for meaning
“By the time judging began, the student had revised her display twice. She was so nervous that she checked her notes again, but her explanation was clear enough for visitors to follow.”
Which action happened first? What tells us how the student felt?
Notice the choices
Had revised marks the earlier action. So nervous that explains a result. Clear enough describes what the explanation allowed visitors to do.
Make it your own
Tell a short story about a school project or event. Then write three sentences: what happened first, how you felt, and what the result allowed you to do.
The sequence is illustrative and adapts the school-grammar focus of a real teaching example. The sample story is newly written for this page, not a student’s work.
ONE LEARNER’S PROGRESS
In this case, a later school test score was 27 points higher, and homework completion improved. This describes one learner’s experience; individual results vary.
AFTER EVERY LESSON
You receive specific written feedback each time
After every lesson, I send a recap of what we worked on, what went well, what needs more practice, and what comes next. These are two complete examples of my messages with only the students’ names removed.
Parent
Brandon
Excellent work today! We covered comparatives using “as… as” and “the + comparative, the + comparative” to make comparisons of multiple instances. You did well forming sentences, but had some difficulty with the multiple fill-in-the-blank questions, which combined our phrasal verbs from the past two lessons. This is natural, since keywords can look similar across contrasts! One thing to remember is that with “as…as” normally there is a single word in between them, while comparatives of multiple clauses often start similarly (e.g., more difficult, less difficult) etc. These can help you spot differences and also which you might want to use! For this week, I’m sending two homework sheets. One on today’s lesson, plus a reading! Also, if you’ve had any recent quizzes or tests in English, please make sure to send me the results so I know how to keep tailoring lessons to fit what is most useful!
The related homework and reading were sent separately.
Parent
Brandon
Awesome work during our lesson today! We covered a pretty advanced topic of relative clauses using a game that connects sentences by adding extra information. You did well using who, that, and which. Make sure to also add in those other clause additions (whose and the rarer, whom). Our story today, for context, focused on the Ghost Army made up of inflatable tanks, radio recordings, and artists (an interesting division in the army!). Focusing in on speech patterning, you’ve been doing well to develop your skills over the past seven lessons (nearing the end of our unit), and with one more to go before we put all these skills into action for the presenting of the enigma machine!
For homework, let’s start wrapping up Code Talker by getting to page 200. A new unit deserves a new book focus from our list (about 2 more weeks until then!). I’ll be sending over your homework tomorrow morning, so have an awesome Saturday and see you next time! :)
A complete after-lesson message, shown without the student’s name.
Standards-aware, never one-size-fits-all
When relevant to a learner’s school goals, I align unit plans and activities with the applicable Common Core State Standards for English Language Arts, including reading, writing, speaking and listening, and language. I create most materials myself and bring in textbooks selectively. The standard helps identify the skill; the learner determines the lesson.
A parent or guardian arranges lessons for students ages 13–17 using the adult’s contact details. Lessons for children under 13 require prior arrangements and verified parental consent; please contact me first rather than using public checkout.
Our work aims to strengthen skills and test readiness; a particular score or school result cannot be guaranteed.
Find a lesson that fits your goals
Tell me what your teen is working on and what kind of support would help next.
View the booking calendarCheckout is currently in test mode. No money is charged, and a test booking is not a paid lesson. For a real lesson, email support@siriusenglish.com.