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Club de lectura de literatura clásica: análisis, debate y discusión para pensadores profundos

En este curso de 24 semanas, los estudiantes leerán, analizarán y discutirán algunas de las mejores novelas literarias y de ficción jamás escritas.

Mark Slack, MA

Puntuación media:

5.0

Número de reseñas:

(44)

Educador estrella

Qué está incluido

24 reuniones en vivo

18 horas presenciales

Tarea

1-2 horas por semana. Students can expect to complete 1-2 hours of independent reading and study per week. This can include reading assigned chapters, responding in writing to questions, creating diagrams, character and theme analyses, and other small tasks relevant to deepening understanding of assigned reading.

Calificación

Grade provided upon request

Experiencia de clase

Nivel de inglés: desconocido

Grado de EE. UU. 9 - 12

Nivel Beginner - Intermediate

Welcome! 
This 24 week course is intended to serve learners interested in a literature course which allows them to increase their exposure to some of the greatest literary fiction ever written. We will explore and discover the magic and impact of the written word, increase our reading stamina, and engage in high-level discussions and debates about our own thoughts and ideas on what each novel means to us. The direction of class discussions, analysis, and debate will be almost entirely learner-created with the instructor acting primarily as a thought provoker and examiner based on relevant themes and ideas presented in the readings.  

Learners who enroll late will be asked to complete reading from the current novel or story assigned prior to their enrollment date. Alternatively, they may wish to enroll at the start of a new novel. I can always provide a specific date for this. No previous experience or knowledge is required for this class.  

Below is a general syllabus of how the course is structured through the first 15 weeks. 
 
Weeks 1-5: Fahrenheit 451 by Ray Bradbury/Examination and analysis of key ideas, themes and motifs
Week of January 24: Fahrenheit 451 by Ray Bradbury/Examination of character development, changes, interaction and conflict 
Week of January 31: Fahrenheit 451 by Ray Bradbury/Analyze how a particular point of view, historical context or cultural experience is reflected in a work of literature 
Week of February 7: Fahrenheit 451 by Ray Bradbury/Overarching themes and ideas presented in the work
Week of February 14: Fahrenheit 451 by Ray Bradbury/Discuss the relevance of the novel in modern society

Weeks 6-10: Animal Farm by George Orwell
-Examination and analysis of key ideas, themes and motifs
-Examination of character development, changes, interaction and conflict 
-Discuss the relevance of the novel in modern society
-Analyze how a particular point of view, historical context or cultural experience is reflected in a work of literature 

Weeks 11-15: The Stranger by Albert Camus
-Examination and analysis of key ideas, themes and motifs
-Examination of character development, changes, interaction and conflict 
-Discuss the relevance of the novel in modern society
-Analyze how a particular point of view, historical context or cultural experience is reflected in a work of literature 

Weeks 16 - 20: 1984 by George Orwell
Weeks 21 - 24: Man's Search for Meaning by Viktor Frankl

Metas de aprendizaje

Scholars will: 
-Improve reading, analysis, thinking, and discussion abilities
-Improve academic, collaborative, and speaking confidence 
-Discover the joy, importance, and impact of reading with a purpose
-Discover the power of analytical and objective thinking processes when analyzing complex material and ideas
-Be exposed to multiple authors, writing styles, ideas and themes
-Learn to interpret difficult written material in multiple ways

Otros detalles

Orientación para padres

The novels we will read in this class will sometimes contain mature themes that some learners may find challenging and/or emotional. The purpose of the course is to develop literacy, thinking, analysis and discussion skills, deepen historical understanding of the world in context, and increase exposure to great literature from around the world which continues to remain relevant and important today. However, I want to address how unsolicited and potentially emotional expressions are handled in my class and how I intend to respond to students regarding complex and challenging themes. 1. Set the stage and develop classroom norms collaboratively with students: *Students are expected to be engaged, collaborative, and respectful to one another at all times *Students are encouraged to read assigned passages through a lens of compassion, empathy, respect, historical context and objectivity *Students are expected to focus on what the text says rather than subjective interpretations or opinions. Focusing on textual evidence effectively eliminates most potential occurrences for unsolicited response and expression *Students always have the opportunity to opt out of a particular discussion if they feel the material is too taxing emotionally *If it is noted that a student appears struggling with the material being presented or discussed, I will inform the parent about the concern immediately. Further, please contact me with any questions or concerns you may have about this class. 2. Encourage students to research material on their own using reliable sources in order to gain a fuller understanding of the material 3. Focus the discussion, encourage reflection, and make connections to lived experience. Giving the students a framework for the day's reading discussion up front aligns and focuses conversation on the ideas and thoughts presented in specific passages 4. Confront the idea, not the individual. Be the paragon of effective, purposeful, and respectful dialog 5. Facilitate actively by rewording questions posed by students, correcting misinformation, making reference to relevant reading materials or course content, asking for clarification, and reviewing main points Please contact me directly if you have concerns or questions regarding the content of this class or visit (https://www.commonsensemedia.org) for parent reviews and comments about the novels.

Lista de útiles escolares

Pencils/pens
Dedicated notebook
Fahrenheit 451 by Ray Bradbury (1st novel)
Animal Farm by George Orwell (2nd novel)
The Stranger by Albert Camus (3rd novel)
1984 by George Orwell (4th novel)
Man's Search for Meaning by Viktor Frankl (5th novel)

Recursos externos

Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.

Mark Slack, MA

Se unió el August, 2022

5.0

44reseñas

Educador estrella

Perfil

Experiencia y certificaciones del docente

Colorado Certificado de Docencia en Artes del lenguaje inglés

I have taught English Language Arts and ESL at the middle and high school levels for nearly 15 years. I hold a BA in English Language and Literature and an MA in ESL with a focus on theoretical and applied linguistics.  Prior to my full-time work with students online I have served as an instructional coach, reading interventionist, building administrator and Secondary English Specialist for a large school district. I hold an active teaching license as well as a principal's license. My areas of expertise are English Language Arts (reading, writing, speaking), American and Historical Literature, Social and Emotional Learning,  Philosophy, Essay and Fiction Writing, and Self-Improvement.