*This listing is for semester 1 only.  Separate enrollment required for semester 2.

One of the biggest challenges for teens in their English classes is transitioning from reading comprehension to literary analysis. The fact that most classes rely on traditional methods and classical texts that most modern youths find "boring" makes it even more difficult.  Don't get me wrong, I love classic literature, but I also know there are better ways of teaching the skillset and developing the knowledge than just relying on a bunch of old books written by a lot of dead white guys.  I am a little crazy, constantly living in organized chaos, and finding engaging sources to work with in an effort to teach students the higher-level thinking skills they need for their high school English classes and beyond.

It all starts with me, the odd-ball, overly caffeinated, and under slept teacher that is really good at building relationships with students, which in-turn, produces work ethic and results.  But the second difference is almost just as important.  I select texts and works that or of interest to the students.  Some they are familiar with, some they have never seen before, but either way, I inspire them to look at the works differently than they ever have. "From Seuss to Shakespeare" is this course's motto, and we will cover both and a lot of the in between. Poetry will be a big part of this class, but it is more about personal experience with a poem, so we will watch more poetry than we read, and then, talk about our experience.  We will read a handful of short works, but it is summer, so nothing too long or heavy.  We will watch movies that seem like they are just fun to watch, but have layers of characterization, symbolism, and life-long lessons that few ever manage to notice. This weird summer class is going to feel a little more like a strange summer club, but when your students leave, they will have an understanding that is far different than you or they will expect.  They will look at everything in the world a bit differently than they ever have before.  And, as one of my former students used to always tell me, I will trick them into learning by making it fun.

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, and project-based learning.  Students will also work to develop and hone their writing skills through a variety of creative and formal writing exercises.  In order to better facilitate student learning, this coursed has been designed more thematically rather than in a linear fashion.  Films have been selected because they meet one of the following criteria: A) are based on a classical work of literature traditionally taught in high school, B) are considered to be an “all-time great film,” or C) provide a perfect example for literary analysis as it pertains to theme, symbolism, characterization, or other key significant literary elements.


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.

About the class:

We'll start off the course with the basics.   A simple introduction to literary analysis with a few fun activities, some boring literary vocabulary, and Dr. Seuss. We will talk about superheroes, and The Hero's Journey, along the way as we delve into character archetypes, story structure, and symbolism.  We will dig into various genres and classic themes, discovering what makes a story great no matter how that story is told, be it a short story, novel, or film. We will talk about these stories, what makes them great, and why we can relate to them.  

Rather than focus on just the classics, we will take a different approach, blending a few classic novels with short stories, graphic novels, and films.  Selections are designed to be both meaningful and engaging, making the material more high-interest and applicable to today's teens.

Since we will only meet once a week, students are expected to be self-motivated or have parental guidance, as students will be tasked with daily assignments throughout the week. While students are expected to keep up with the viewing/reading, they may also work ahead.

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 finish product that is more important when it comes to student assessment.

Students shall maintain all work as assigned in a digital folder or physical notebook. As most assignments are designed as practice exercises, these will typically be scored as credit/no credit based on effort and completion.  Daily assignments and regular homework will be kept in this file and submitted for scoring at the end of the trimester.  Students keeping a physical copy rather than a digital copy must submit their work in photograph form as a slideshow.

In lieu of formal exams, this course will use essays and projects as the primary form of student assessment. Projects must be submitted on the date due. Work submitted after the deadline may not be evaluated or scored.
 



FULL COURSE OUTLINE (Year at a glance)  
***Separate enrollment required for each semester***


SEMESTER 1

Introduction to literary analysis
The Hero's Journey and archetypes
Mythology
Good VS evil and concepts of heaven and hell
Being a hero
Underdogs, revenge, and redemption

Books:

"The Cat in the Hat"
"Horton Hears a Who"
"The Star-bellied Sneetches"
"All-Star Superman"
Manga Classics, "The Count of Monte Cristo"
Plus, a dystopian novel of the student's choice from a provided list (winter break assignment)

Short Stories

Selected stories from Greek Mythology (links provided)
"The Most Dangerous Game"
"Lamb to the Slaughter"
"3:10 to Yuma"

Films:

"The Princess Bride"
"Batman Begins" 
"Men in Black"
"Clash of the Titans"
"Thor Ragnarok"
"The Truman Show"
"Rocky"
"Gladiator" [R]

Other
-selected spoken word poems (Youtube)
-"Thug Notes" (Youtube)
-Dante's "Divine Comedy: The Inferno" (discussed and explained in brief)
-possible TED talks


SEMESTER 2 (separate enrollment required)

Dystopian literature and films
Coming of age and teen angst
An introduction to Shakespeare
Madness and monsters

Books

"The Giver"
"Etiquette and Espionage"
"Persepolis"
"Dracula" (Manga Classics and/or the Original by Bram Stoker)


Short Stories
"The Lottery"
"Harrison Bergeron"
"There Will Come Soft Rains"
"The Tell-tale Heart"

Films
"The Lego Movie"
(additional dystopian films, student choice from a list to be provided)
"The Perks of Being a Wallflower"
(additional coming of age films, student choice from a list to be provided)
"10 Things I Hate About You"
"The Joker"
"The Shining"


Other
-selected spoken word poems (Youtube)
-"Thug Notes" (Youtube)
-possible TED talks