In this 17-week self-pace class, students will be assigned a portion of the book to read. This is imperative as the quizzes, self-reflections, and discussions will be based on the current readings. In addition, it will be imperative for students to actively participate in the coursework. Students will complete the weekly assignment, then the student will be able to compare their work to the work of the teacher.

Participating in novel study courses can provide several valuable learning experiences:

Literary Analysis Skills:
          Novel study courses teach students how to closely analyze the literary elements 
          of a text, such as plot, character development, themes, symbolism, and narrative 
          structure. This strengthens students' critical thinking and interpretative abilities, 
          allowing them to engage with the deeper meanings and nuances of the novel.

Historical and Cultural Context:
         Novel study courses often situate the text within its historical, social, and cultural 
         context, helping students understand how the work reflects and responds to the 
         realities of the author's time. This contextual knowledge enhances students' 
         appreciation and understanding of the novel's themes, messages, and 
         significance.

Interdisciplinary Connections:
        Novel study courses can make connections between the literary text and other 
        academic disciplines, such as history, sociology, psychology, or even science.
        This interdisciplinary approach allows students to see the relevance of the novel to 
        broader human experiences and societal issues.

Empathy and Perspective-Taking:
        Engaging with complex characters and narratives in a novel study course can 
        foster students' empathy and ability to consider multiple perspectives.
        This skill of perspective-taking can help students develop greater compassion, 
        critical thinking, and nuanced understanding of diverse human experiences.

Communication and Collaborative Skills:
        Novel study courses often involve group discussions, presentations, and 
        collaborative projects, which allow students to practice their communication, 
        listening, and teamwork skills. These skills are valuable not only in academic 
        settings but also in future professional and personal contexts.

Personal Growth and Reflection:
        The exploration of themes, moral dilemmas, and character arcs in a novel can 
        prompt students to reflect on their own values, beliefs, and personal experiences.
        This self-reflection can contribute to students' personal growth, self-awareness, 
        and their ability to navigate the complexities of the human experience.

Overall, novel study courses provide a rich learning environment that develops a range of essential skills, from literary analysis to critical thinking, empathy, and effective communication—all of which are valuable in both academic and real-world settings.

The chosen books in our book club are based on some of the classics. 

Weeks 1-4: We will read "Anne of Green Gables" by L.M. Montgomery. The students will be required to read specific chapters prior to class. Then, the student will be required to document various literary concepts and summarize each chapter. In addition, there will be mini quizzes to gauge understanding and comprehension. 
          * "Anne of Green Gables" is a classic novel by L.M. Montgomery, published in             
              1908. The story follows the adventures of a young orphan girl named Anne 
              Shirley, who is mistakenly sent to live with an elderly brother and sister on               
              Prince Edward Island. The book has been widely praised for its depiction of 
              Anne's imaginative and spunky personality, as well as its portrayal of rural life in 
              Canada during the late 19th century. Some readers have criticized the              
              book for its portrayal of Indigenous peoples and its use of offensive 
              stereotypes.

Weeks 5-8: We will read "The Adventures of Tom Sawyer" by Mark Twain. The students will be required to read specific chapters prior to class. Then, the student will be required to document various literary concepts and summarize each chapter.  In addition, there will be mini quizzes to gauge understanding and comprehension. 
          * "The Adventures of Tom Sawyer" is a novel by Mark Twain, published in 1876. 
              The story follows the life of a mischievous and adventurous boy named Tom 
              Sawyer, who lives in a small town on the Mississippi River. The book has been 
              praised for its vivid portrayal of American life in the mid-19th century, as well as 
              its humor and engaging storytelling. However, some readers have 
              criticized the book for its use of racial slurs and stereotypical depictions of 
              African Americans.

Weeks 9-12: We will read "The Outsiders" by S.E. Hinton. The students will be required to read specific chapters prior to class. Then, the student will be required to document various literary concepts and summarize each chapter.  In addition, there will be mini quizzes to gauge understanding and comprehension. 
          * "The Outsiders" is a classic coming-of-age novel written by S.E. Hinton and 
              published in 1967. The story follows the lives of two rival groups, the working- 
              class "greasers" and the wealthy "Socs," in a small Oklahoma town. The main 
              protagonist, Ponyboy Curtis, is a greaser who navigates the social divide, 
              violence, and family dynamics within his group. The novel explores themes of 
              class conflict, teenage identity, and the consequences of violence, which were 
              quite controversial at the time of its publication as it depicted the gritty 
              realities of youth culture. "The Outsiders" has become a beloved and influential 
              work of young adult fiction, shedding light on the challenges and complexities 
              of adolescence in a way that resonates with readers across generations.

Weeks 13-16: We will read "The Catcher in the Rye" by J.D. Sallinger. The students will be required to read specific chapters prior to class. Then, the student will be required to document various literary concepts and summarize each chapter.  In addition, there will be mini quizzes to gauge understanding and comprehension. 
          * "The Catcher in the Rye" is a novel by J.D. Salinger, published in 1951. The story 
              follows the experiences of Holden Caulfield, a disenchanted teenager 
              navigating the complexities of adulthood and society. The book has been 
              praised for its authentic portrayal of adolescent angst and rebellion. However, 
              it has also faced controversy due to its explicit language, sexual content, 
              and themes of alienation, leading to occasional censorship and banning 
              attempts.

Week 17: The students will be required to write a minimum of a three-page book report on one of the books we covered during this section. This is to be turned in during week 17. The teacher will provide feedback within two week or less. 

The teacher has a love for reading and would like to instill or enhance the love for reading to others.