*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. While this is designed as a full-year course, each semester shall be priced differently based on the total number of meetings. The full length of the course shall be 32 weeks, meeting once a week. This listing is for semester 2 only. Please see the bottom of class experience for the full year curriculum map.

**This course is designed as an alternative to traditional high school English courses for reluctant and creative learners, aligned with core standards for grades 9-12, and is taught by an experienced and credentialed teacher.  Letter grades are available for each trimester upon request.

This course is the follow-up to one of my most popular courses, "Outside the Box: High School English for the Reluctant, Creative and Terrified." It is similar in design to its predecessor, but slightly more intense. While the original course focused on more traditional literary works and concepts, this course will explore a much broader range of genres and go a bit more in depth with each. Each unit will last two weeks and will explore a different genre by watching 3-5 films and reading 2-3 short stories and/or nonfiction articles. Students are not required to have taken the original course, and may even enroll in both concurrently if they wish, or mix two semesters from each to create a full-year experience.

As an alternative English, we will replace the heavy reading with films and graphic novels, analyzing them and discussing them through a literary lens, the same as if we were reading the books. Sure, reading would be better, but core standards and analysis can be taught through film as well. The vast majority of the films in this course have been selected because they are adapted from novels or short stories.  In some cases, films were selected because they are based on actual events or because the film itself is an iconic part of the genre. As we work our way through films, we will also incorporate weekly short stories and nonfiction articles. Our writing focus will also shift, working more with fun and creative writing exercises that are low stakes and only require students to give their best. In lieu of stressful exams and formal essays, students will instead be tasked with creative projects that will allow them freedom while at the same time still conveying an argument.

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 on 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.

Please note that I acknowledge that this course contains a lot of content; however, it is my goal to work at the best pace of the students. With that in mind, our general calendar is subject to change when extra time is needed for individual units or topics. This may also result in some material being omitted if necessary to fit within our schedule. 

While we will primarily be focusing on the film version of major literary works, students may choose to read the novels instead. In addition, excerpts from the novels will often be used in class.

Daily class structure
While this may vary from time to time, our daily class structure will usually follow the same format.
-First five activity (5-10 minutes): Class will begin with a short writing prompt as a warm up. Students will be admitted early and the prompt will be on the screen. This is a short, informal written response, designed to promote student discussion.
-Class discussion with mini lectures and lessons as needed (45 minutes). Using the film write-ups as a guide, we will discuss and take notes on literary elements as they relate to theme. We will also use the films and texts to discuss significance in contemporary society and individual lives
Closing writing (20 minutes). Fun, creative and formal writing exercises.

Projects
Students will complete two projects during each semester. Projects will have some simple guidelines and a general concept/suggested approach; however, students may also present alternative ideas. The first project of the semester will be the smaller of the two, and the final project will be much more elaborate.

	
Homework
Students will be expected to watch movies as assigned and complete the accompanying movie worksheet (typically 3-4 movies each unit). Reading in this class is minimal, and will be either in the form of a short stories or nonfiction essays (about 30-45 minutes of reading per two week unit). Students may begin reading or watch films in advance if they wish. 


Major Works
*This listing is for semester 2 only. Separate enrollment required for each semester. Please see end of course description for a full year curriculum map.

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.

War of the Worlds
2001: A Space Odyssey
Dune
Ready Player One
Aliens [R]
Apocalypse Now [R]
The Imitation Game
Like Water for Chocolate [R]
La Bamba
Stand and Deliver
The Natural
Rocky
Moneyball
Secretariate
Seven Samurai
Crouching Tiger, Hidden Dragon
Crazy Rich Asians
When Harry Met Sally [R]
Love, Simon
The Notebook [R]
Persepolis
Kite Runner
Life of Pi
Gone Girl [R]
North by Northwest
Murder on the Orient Express
Clue
Blade Runner (1982) [R]
Minority Report
The Terminator [R]
Terminator 2: Judgement Day [R]
V for Vendetta [R]


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.

All 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

Weighting (per trimester)
30%  Engagement and effort
20%  Homework/daily assignments (Trimester folder)
20%  Mini project
30%  Final Project

(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.) 

FULL COURSE OUTLINE  
***Separate enrollment required for each semester***

SEMESTER 1

UNIT 1: Introduction to Literary Analysis
1.1: Childrens Lit and fairytales
Films: Paddington, Paddington 2, Charlie and the Chocolate Factory, Willy Wonka and the Chocolate Factory,
1.2: The Cinderella Story
Films: My Fair Lady, Breakfast at Tiffany’s, Pretty Woman

UNIT 2: Comic Books and Superheroes: The Hero’s Journey and The Heroine’s Journey
Films: Batman Begins, Iron Man, The Avengers, Superman, Wonder Woman

UNIT 3: Historical Nonfiction
Films: Hidden Figures, All the President’s Men, 12 Years a Slave, Social Network, Dog Day Afternoon

UNIT 4: Women’s Lit
Films: Emma, Clueless, Little Women, Steel Magnolias, The Devil Wears Prada,

UNIT 5: Coming of Age
Films: The Perks of Being a Wallflower, The Outsiders, To All the Boys I Loved Before, Ferris Bueller’s Day Off, The Breakfast Club

UNIT 6: Black American Lit
Films: The Color Purple, If Beal Street Could Talk, Beloved

UNIT7: Thrillers and Horror
Films: Psycho, Silence of the Lambs, American Psycho, The Shining



SEMESTER 2 (SEPARATE ENROLLMENT REQUIRED)

UNIT 8: Sci-Fi
Films: War of the Worlds, 2001: A Space Odyssey, Dune, Ready Player One, Aliens

UNIT 9: A World at War
Films: Apocalypse Now, M*A*S*H, The Imitation Game

UNIT 10: Chicano Lit
Films: Like Water for Chocolate, La Bamba, Stand and Deliver,

UNIT 11: Sports Lit
Films: The Natural, Rocky, Moneyball, Secretariate

UNIT 12: Asian Lit
Films: Seven Samurai, Crouching Tiger Hidden Dragon, Crazy Rich Asians

UNIT 13: Romance and Love Stories
Films:  When Harry Met Sally, Love Simon, The Notebook

UNIT 14: The Middle East
Films: Persepolis, Kite Runner, Life of Pi

UNIT 15: Murder and Mystery
Films: Gone Girl, North by Northwest, Murder on the Orient Express, Clue

UNIT 16: Dystopian Lit
Films: Blade Runner (1982), Minority Report, The Terminator, Terminator 2: Judgement Day, V for Vendetta