"Great Balls of Fire" High School English: American Literature & Pop Culture S2
What's included
54 live meetings
45 in-class hoursHomework
2-4 hours per week. Homework for this course will consist primarily of reading, watching films, and completing projects. In addition, students will complete three essays each trimester. Students will be provided with literary and film analysis worksheets and charts to complete as they read and view. These are designed as learning tools and may be collected periodically throughout the semester; however, they are graded for completion and effort. As an upper high school class, students are expected to pace themselves appropriately and complete all assignments as requested, even if the assignments are not collected or graded. Typical Workload -Read 1 novel a month -Write one essay a month -Watch 1-2 films a week (3-4 hours a week) -Complete one mini project each semester (2-4 hours) -Complete one major project each semester (10-20 hours)Assessment
Assessments will take two forms. The first being the three essays that students will write each semester. These essays will assess both their knowledge and writing ability. Projects will be their second form of assessment and the most important. These projects will assess their knowledge and understanding as well as their ability to apply that knowledge in a way unique to them.Grading
Grade will be provided at the end of each semester. Essays will be graded based on the former 9-point AP rubric and then modified to the 5-point scale. All other assignments will be graded based on the 5-point scale, then weighted appropriately. The 5-point scale: A=5 (4.5-5): Far surpasses all standards and expectations B=4 (3.5-4.4): above average, exceeds standard C=3 (2.5-3.4): Meets standard expectations and requirements D=2 (1.5-2.4): Needs improvement/meets some expectations but falls below standard F= 1 (0-1.4): Does not meet standard expectations 0=0: did not turn in or did not complete (A note on grading: My classes are designed to be easy to pass provided students put forth the effort; however, I do not grade easily. I expect my students to always give me their best effort, but quality of a finished product and assessment of learning, knowledge, and understanding require more than just effort. In other words, I am an easy C, but a hard A.)Class Experience
US Grade 10 - 12
*This is a full-year curriculum for grades 10-12, divided into two semesters. Separate enrollment is required for each semester. Semesters may be taken independently or consecutively; however, be advised that units will build on each other to some degree. Semesters are subject to vary in length in an effort to schedule the course in accordance with traditional, American holiday breaks; however, each semester shall be priced equally. The full length of the course shall be 32 weeks, meeting three times a week. An optional “Honors Section” to accompany the course is also available. **This course is aligned with core standards for grade 11 English Language Arts and is taught by an experienced and credentialed teacher. Letter grades are available for each semester upon request. Superheroes, fast cars, rock n roll, hip-hop, cowboys, gentlemen, athletes, ladies, murderers, movies, teen angst, great American novels, poetry, and awesome creative projects.... this is an American Lit course unlike anything you have ever seen. Course Description (Separate enrollment required for each semester) Just because I spent most of my career in a traditional high school, doesn’t mean that my classes are traditional. I do align them with the standards and include some of the traditional texts, but my classes always have a unique twist. Combining project-based instruction with class discussion, my classes are anything but ordinary. My often unorthodox and creative approaches to teaching require students to think in ways they never imagined, inspiring both critical and creative thinking. My fun writing exercises empower students’ voice and encourage them to develop as writers, both formally and creatively, without the burdens and limitations that often come with old school teaching techniques. But above all, it is the relationships that I build with the students that really drives the classroom experience. This course in designed to teach higher level critical and creative thinking skills through in-depth literary analysis of prose, poetry, and film, rhetorical analysis of nonfiction texts and speeches, and project-based learning. Students will also work to develop and hone their writing skills through a variety of creative and formal writing exercises and essays. In this course students will… -determine theme; -analyze plot and its various phases; -examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language; -understand the mono-myth (Hero’s Journey), The Heroine’s Journey, The Villain’s Journey, and character archetypes; -develop an understanding of modern pop-culture. This course provides opportunities to for students to develop the following skills: 1.Explain the function of character. 2.Explain the function of setting. 3.Explain the function of plot and structure. 4.Explain the function of the narrator or speaker. 5.Explain the function of word choice, imagery, and symbolism. 6.Explain the function of comparison. 7.Develop textually substantiated arguments about interpretations of a portion or whole text. Each unit will feature literary analysis with special attention paid to theme, interpretation, symbolism, figurative language and other literary devices. Writin will be a focus throughout the year, focusing on 1. voice, style, writing fluency and storytelling, 2. Literary analysis of prose and poetry, 3. Persuasive writing, 4. Rhetorical analysis, and 5. Synthesis/research writing. Poetry and nonfiction prose will be used throughout the unit in accompaniment with novels, films, comic books, and short stories. About the books and films in this course: Books and films have been chosen to cover a wide array of genres, styles, and time periods in American literature and society with an effort to include a combination of traditional classics and contemporary masterpieces. Books also have a wide range of reading levels, and some may be familiar or have been previously read; however, it is the analytical approach that makes the difference. In regard to the films, the majority have been selected because they are based on a novel or short story; however, in some cases it is their independent quality or the iconic nature in regard to American pop culture. Basic Class Structure In order to maximize student learning and allow for differentiated instruction, a thematic curriculum will be followed; however, specific daily lessons and timelines are liable to vary slightly. Our weekly class structure will, however, typically follow the same format. Each day will begin with a 5-minute warm-up writing activity (usually a MADE), followed by the daily class lesson, discussion, or activity. As a three day a week class, the typical weekly format will be as follows: Day 1, Reading discussion and analysis, Day 2 ELA lesson/activity (typically linked with our current reading), and Day 3, writing focus. Writing This course will contain an emphasis on writing; however, writing instruction is not traditional. We will write essays, but most of our writing is done through fun and engaging writing activities designed to promote student learning. The lessons within these activities are not always easily detected, but they do exist. As students hone their skills in these exercises and informal activities, their formal writing improves as well. I have never been the type to bleed all over a paper with a red pen. Instead, I believe in encouraging students to write and empower their voice. Writing traditional essays and working on grammar exercises can be boring and often discouraging. My approaches may be a bit unorthodox, but my students always end up loving to write and are constantly getting better as writers. Homework Homework for this course will consist primarily of reading, watching films, and completing projects. In addition, students will complete three essays each trimester. Students will be provided with literary and film analysis worksheets and charts to complete as they read and view. These are designed as learning tools and may be collected periodically throughout the semester; however, they are graded for completion and effort. As an upper high school class, students are expected to pace themselves appropriately and complete all assignments as requested, even if the assignments are not collected or graded. Typical Workload -Read 1 novel a month -Write one essay a month -Watch 1-2 films a week (3-4 hours a week) -Complete one mini project each semester (2-4 hours) -Complete one major project each semester (10-20 hours) Core Texts Major Works Novels (Semester 2) Shane In Cold Blood Catcher in the Rye Slaughterhouse 5, and a contemporary American novel of their choice (list provided) Films (semester 2) Some films are required, as they will be the focal point of lessons and discussions, while other films are optional, but recommended as supplemental viewing. These optional films will be discussed and referred to in class, but will not necessarily be the focal point. Student viewing is highly encouraged as it will provide a greater understanding of our core topics and focus. All R-rated films are noted, with all other films being rated either PG or PG-13. *Denotes required viewing. *Lego Batman *another Batman movie (student choice) *one MCU movie with Ironman (student choice) *Tombstone [R] The Good, the Bad, and the Ugly [R] *Die Hard [R] The Natural Field of Dreams Rudy *42 *When We Were Kings Secretariate *Rocky Air *12 Angry Men *Colombo *Psycho [R] *American Psycho [R] *Silence of the Lambs [R] *Dragon a Bruce Lee movie (student choice) *Apocalypse Now [R] *M*A*S*H [R] *The Watchmen [R] *Ferris Bueller’s Day Off *The Breakfast Club *Footloose Grading Students shall be evaluated overall by a combination of engagement, progression, and learning. Rather than waste time on trivial grading, much of the work in this course is designed as exercises in order to promote student development. Students that are actively engaged and put forth the effort will excel with the assessments. That being said, it is the finished product that is more important when it comes to student assessment. Weighting 30% Engagement, effort, and collaboration (including attendance and an open camera) 30% Essays and writing 40% Knowledge and understanding (projects and assessments) In lieu of formal exams, this course will use essays and projects as the primary form of student assessment. Essays and projects must be submitted on the date due. Work submitted after the deadline may not be evaluated or scored. Essays will be graded based on the former 9-point AP rubric and then modified to the 5-point scale. All other assignments will be graded based on the 5-point scale, then weighted appropriately. The 5-point scale: A=5 (4.5-5): Far surpasses all standards and expectations B=4 (3.5-4.4): above average, exceeds standard C=3 (2.5-3.4): Meets standard expectations and requirements D=2 (1.5-2.4): Needs improvement/meets some expectations but falls below standard F= 1 (0-1.4): Does not meet standard expectations 0=0: did not turn in or did not complete (A note on grading: My classes are designed to be easy to pass provided students put forth the effort; however, I do not grade easily. I expect my students to always give me their best effort, but quality of a finished product and assessment of learning, knowledge, and understanding require more than just effort. In other words, I am an easy C, but a hard A.) ***** This is a full year course in two parts. Separate enrollment required for each semester****** Curriculum Map (full-year) *please note that all of the films that are listed will be discussed in class; however, while students are encouraged to watch all of the films, not every film listed will be required. Semester One Essays: Personal Narrative, Literary Analysis, and Rhetorical Analysis Novels: A multicultural or gender novel of their choice (list provided), Anthem, and The Great Gatsby Mini-Project: Creating a superhero and his/her nemesis Final Project: An artistic or musical representation of an American sub-culture Unit 1: Course introduction and review of literary analysis -The Hero’s Journey, character archetypes, symbolism, literary devices, music, and pop-culture. Films: The Shawshank Redemption and Forrest Gump Unit 2: Gender, ethnicity, and multiculturism in 20th Century America *During this unit, students will select and begin reading their first novel of the course. For this novel, students must choose an American novel that addresses gender, ethnicity, or cultural diversity. A list of approved options will be provided, or students may request to read a different novel not on the list with the consent of the teacher. 2.1: Comic books and superheroes as folklore (part 1) -Independent research and viewing, The X-Men, Wonder Woman, and more. -Mini-project assigned: “Create a hero and their nemesis” 2.2: Rise of women in the 20th century Films: Breakfast at Tiffany’s, Pretty Woman, Hidden Figures, Erin Brockovich, The Devil Wears Prada, and The Blindside. 2.3: Multiculturalism and identity in 20th century America. Films: Do the Right Thing, The Joy Luck Club, Stand and Deliver, and La Bamba -Final semester one project assigned, “Gender, ethnicity, and culture: A representation of individual identity.” Unit 3: Music as Revolution 3.1 Rock and Roll, diners, and cars Films: Jailhouse Rock, Grease, American Graffiti, and Almost Famous 3.2 Oral tradition to Hip-Hop Folktales, toasting, and snaps: how hip-hop was born Films: Beat Street, Straight Outta Compton, Boyz N the Hood Unit 4: The American Dream *Students should select and begin reading a classic American novel of their choice. A list will be provided. 4.1: Novel: The Great Gatsby 4.2: Films: Raisin in the Sun and The Color Purple 4.3: Money Matters: Films: The Founder and The Fountainhead Unit 5: Growth of a National Identity: From Revolution to Existentialism to Dystopia 5.1: Revolution and growth Films: National Treasure and The Crucible 5.2: Transcendentalism to existentialism Readings from Thoreau, Whitman, and more Film National Treasure and The Crucible 5.4: Power and the creation of a dystopian society Novel: Anthem Semester One: Final Project Presentation Semester Two Essays: Literary Analysis, Persuasive, and Synthesis Novels: Shane, In Cold Blood, Catcher in the Rye, Slaughterhouse 5, and a contemporary American novel of their choice. Mini-project: American Manor (group project) Final Project: Students will create their own project idea under the guidance of the teacher. Unit 6: Comic Books as folklore (part 2) Heroes and crime lords Texts: The Killing Joke, Batman Year One, The Dark Knight Returns Films: Lego Batman, another Batman movie, and one MCU movie with Ironman 6.2 mini-unit: Organized crime (a mafia movie) Unit 7: Cowboys Novel: Shane Films: Tombstone, The Good, the Bad, and the Ugly, Die Hard Redneck poetry and country music Unit 8: “Damn Yankees!” sports literature and pop culture Films: The Natural, Rudy, 42, When We Were Kings, Secretariate, Rocky, and Air 8.1 Sports lit and pop culture 8.2: The greatest: sports icons and literature Unit 9: Law, mystery and murder Films and such: 12 Angry Men, Colombo, Psycho, American Psycho, Silence of the Lambs, Novel: In Cold Blood Unit 10: Synthesis Essay Unit 12: How to be a ninja Film: Dragon, a Bruce Lee movie, and a ninja movie Unit 13: America at War Films: Apocalypse Now, M*A*S*H, The Watchmen Novel: Slaughterhouse 5 Unit 14: Teen Angst and coming of age Films: Ferris Bueller’s Day Off, The Breakfast Club, Footloose Novel: Catcher in the Rye Unit 15: Modern world, social media, and pop icons Films TBD based on student feedback, recommendations, and selection Final project presentations.
Learning Goals
In this course students will…
-determine theme;
-analyze plot and its various phases;
-examine how literary elements affect plot progression, assist in character development, and convey meaning, including: motif, symbol, foreshadowing, echoing, flashback, opposition, metaphor, irony, foil, choice of language;
-understand the mono-myth (Hero’s Journey), The Heroine’s Journey, The Villain’s Journey, and character archetypes;
-develop an understanding of modern pop-culture.
This course provides opportunities to for students to develop the following skills:
1.Explain the function of character.
2.Explain the function of setting.
3.Explain the function of plot and structure.
4.Explain the function of the narrator or speaker.
5.Explain the function of word choice, imagery, and symbolism.
6.Explain the function of comparison.
7.Develop textually substantiated arguments about interpretations of a portion or whole text.
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with Common Core State Standards (CCSS)9 Units
54 Lessons
over 18 WeeksUnit 1: Unit 6: Comic Books as folklore (part 2)
Lesson 1:
Heroes and crime lords
Texts: The Killing Joke, Batman Year One, The Dark Knight Returns
Films: Lego Batman, another Batman movie, and one MCU movie with Ironman
50 mins online live lesson
Lesson 2:
Heroes and crime lords
Texts: The Killing Joke, Batman Year One, The Dark Knight Returns
Films: Lego Batman, another Batman movie, and one MCU movie with Ironman
50 mins online live lesson
Lesson 3:
Writing Workshop
50 mins online live lesson
Lesson 4:
Heroes and crime lords
Texts: The Killing Joke, Batman Year One, The Dark Knight Returns
Films: Lego Batman, another Batman movie, and one MCU movie with Ironman
50 mins online live lesson
Other Details
Parental Guidance
This course is designed for mature teenagers, as we will often discuss topics of a mature nature including but not limited death, suicide, drug use, sexuality, violence, etc. Many of the works covered contain mature themes and often have strong language. Parents should screen all films prior to watching, as individual sensibilities vary. In addition, many of the films do have an R-rating (noted under sources). While it is my position that these films are acceptable for most teens, others may disagree. The R-rating is typically due to violence, language, and mature subject content. Please note that while we will discuss all of the films to some extent, students are not required to watch all of them. Some films are listed as required while others are listed as recommended supplemental viewing. Required films will be the focus of lessons and discussions, while supplemental films will serve to provide a deeper understanding. Parents may always exclude a film at their discretion if they object to the content.
Supply List
Students are responsible for acquiring their own copies of all novels (audiobooks are allowed) and their own access to all films.
External Resources
In addition to the Outschool classroom, this class uses:
Teacher expertise and credentials
California Teaching Certificate in English/Language Arts
Bachelor's Degree in English from University of California Santa Barbara
Credentialed teacher with almost 20 years of experience in education. Certified AP English teacher, forensics coach (speech and debate), with an extensive background in drama. I have taught in multiple states in the U.S. and spent three years teaching in China. I am traveler, chef, poet, and storyteller, specializing in writing instruction, literary analysis, creative projects, and above all, building student teacher relationships.
Reviews
Live Group Course
$650
for 54 classes3x per week, 18 weeks
50 min
Live video meetings
Ages: 15-18
6-16 learners per class
Financial Assistance
Tutoring
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