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高中英語全年:歷史背景下的美國文學,學期。 2
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課堂經歷
英語程度 - 未知
美國等級 5 - 8
遵循 Teacher-Created 課程
與 Common Core State Standards (CCSS)對齊
Looking for an American Literature class that will get your student thinking critically, reading great literature, and developing essential skills? Focusing on reading literature in historical context through a lens of the intersectionality of race, class, and gender, this innovative class will explore both canonical and diverse text. Students will build skills in literary analysis and writing and will have lots of opportunities for individualization. This is a full-year curriculum for...
19 lessons//19 Weeks
Week 1Lesson 1Language Had the Power to Change the World: Hardship, Storytelling, and LoveText: “I Am Offering This Poem” by Jimmy Santiago Baca. Skill focus: reading responses and poetry writing.Week 2Lesson 2I Was Not A Witch / But Now I Am One: The Salem Witch Trials in History & PoetryTexts: “Half-Hanged Mary” by Margaret Atwood and excerpts from “The Wonders of the Invisible World” by Cotton Mather. Skill focus: reading non-fiction, elements of poetry, and poetry writing.Week 3Lesson 3History is Present: Examining the Trail of Tears in Documents & PoetryTexts: primary source documents on The Trail of Tears and other supplementary sources, “The Trail of Tears: Our Removal” by Linda Hogan.Week 4Lesson 4A Muddy, Switchback Trail: The Dakota 38 in History, Literature, and MemorialTexts: “38” by Layli Long Soldier, visual art, “The Speech of Little Crow on the Eve of the Great Sioux Uprising,” an excerpt from This American Life, and the documentary “Dakota 38.” Skill focus: elements of poetry, writing about poetry.Week 5Lesson 5Poetry Writing and/or Poetry PaperStudents will write a literary analysis essay on a poem or poems and/or an original poem, depending on their chosen track for the class. We’ll have a focused mini lesson based on the issues in students’ drafts, workshop the papers in class, and work on refining and revising students’ work.Week 6Lesson 6Resistance and Rebellion in the Indian Boarding SchoolsTexts: “Indian Boarding School: The Runaways” by Louise Erdrich, visual art, photography, historical sources, short documentary film. Skill focus: reading response and elements of poetry.Week 7Lesson 7Tricks With Rhymes: Oppression, Brutality, and the Literary Tradition.Texts: “If We Must Die” by Claude McKay and historical sources. Skill focus: elements of poetry and poetry writing.Week 8Lesson 8Modern Resistance Movements: the Alcatraz Occupation and Black Lives MatterTexts: The Alcatraz Proclamation" and historical sources; “not an elegy for Mike Brown” by Danez Smith and historical sources. Skill focus: TBD depending on student needs and previous classes.Week 9Lesson 9Original Poem Based on History and/or Research.Students will write an original poem based on a historical event and their research on that event. We’ll have a focused mini lesson based on the issues in students’ drafts, workshop the papers in class, and work on refining and revising students’ work.Week 10Lesson 10Owning Me Body and Soul: Family, Class, Power, and Resistance.Text: “Barn Burning” by William Faulkner. Skill Focus: close reading of a literary passage, elements of fiction, writing about fiction.Week 11Lesson 11You Don't Understand: Heritage, Identity, and Cultural Conflict.Text: “Everyday Use” by Alice Walker, supporting sources.Week 12Lesson 12All the Emotional Baggage: War, Memory, and BurdenText: “The Things They Carried” by Tim O’BrienWeek 13Lesson 13Original Short Story Based on Research and/or Literary Analysis EssayStudents will write an original story based on a historical event and their research on that event and/or a literary analysis essay on a text. We’ll have a focused mini lesson based on the issues in students’ drafts, workshop the papers in class, and work on refining and revising students’ work.Week 14Lesson 14Longer Novel StudyTBD depending on students’ interests and abilities. Options include Beloved by Toni Morrison, The Things They Carried by Tim O’Brien, or The Great Gatsby by F. Scott Fitzgerald. Skill Focus: elements of the novel, tailored mini lessons on skills based on student work thus far in the class.Week 15Lesson 15Longer Novel StudyTBD depending on students’ interests and abilities. Options include Beloved by Toni Morrison, The Things They Carried by Tim O’Brien, or The Great Gatsby by F. Scott Fitzgerald. Skill Focus: elements of the novel, tailored mini lessons on skills based on student work thus far in the class.Week 16Lesson 16Longer Novel StudyTBD depending on students’ interests and abilities. Options include Beloved by Toni Morrison, The Things They Carried by Tim O’Brien, or The Great Gatsby by F. Scott Fitzgerald. Skill Focus: elements of the novel, tailored mini lessons on skills based on student work thus far in the class.Week 17Lesson 17Longer Novel StudyTBD depending on students’ interests and abilities. Options include Beloved by Toni Morrison, The Things They Carried by Tim O’Brien, or The Great Gatsby by F. Scott Fitzgerald. Skill Focus: elements of the novel, tailored mini lessons on skills based on student work thus far in the class.Week 18Lesson 18Paper on Chosen Novel or Creative Writing Assignment Based on the Novel.Students will write a literary analysis essay on the novel and/or an alternative creative writing assignment based on their interest and inspiration. We’ll workshop their writing in class this week and work on refining and revising students’ work.Week 19Lesson 19Wrap-Up and Final Projects.Students will complete a summative individualized project and celebrate a great semester together.
- Students will improve their critical thinking, literary analysis, and writing skills.
- Students will gain a deeper understanding of the importance of reading literature within a historical context.
I have a BA in literature and a Master's in literature; while I didn't have a specific focus on American Lit., both of my senior thesis papers as well as many of my graduate papers focused on American Literature. I taught high school English for 16 years, during which I taught American Lit every year. Since then, I have been developing curriculum for high school English for the past 8 years while I have been homeschooling my own kids. In my work developing curriculum, I have done extensive research into finding lesser-known and more diverse American texts. In particular, I have spent many hours reading texts from the Harlem Renaissance, contemporary Native American writers, and writers on the contemporary immigrant experience in a search for poetry, short stories, and essays that are accessible for teens yet also challenging.
2 - 4 每週課外時間
Homework
頻率: 包括回饋: 包括細節: Reading assignment, close reading questions, and informal writing assignment (usually a reaction to the reading) will be posted in the classroom one week before class. Homework will start off light and build as the class continues, but students should expect to spend 1-3 hours on homework depending on their reading speed. Besides the primary texts listed below, students will explore engaging contemporary nonfiction articles, videos, and TED Talks when applicable. Homework will be due the day before class so that I can check it for understanding and to see if there are any issues to address in class. Homework is required for the class as we will spend the bulk of class time discussing and building on the work done outside of class.Assessment
頻率: 包括細節: Assessments are optional for all students. Expectations for the honors track and the standard track will be offered before the class begins for students who would like to receive a grade for the course. The honors track will require students to complete at least two literary analysis essays as well as at least one creative writing assignment (for a total of four assignments) while a standard track will have the option to write a literary analysis essay or a creative project for each of the four main assignments. Students will also complete a final project based on their own interest and inspiration. All grading will be done with rubrics which will also be shared with students ahead of time so that they are clear on the expectations of the course.等級
頻率: 包括細節: All grading will be done with rubrics which will also be shared with students ahead of time so that they are clear on the expectations of the course. Grades will be offered on request.
Students will likely want to find a physical copy of the novel we choose to read as a class--they are all easily found online and in most libraries.
This class is intended for high school students. Some of the literature might be better for mature students, especially when we look at injustices and violent episodes in American history through the literature. Also, just as a note, one of the poems in the course uses the term "Indian" which is a controversial term; we'll discuss this choice on the class and why an author might make that choice.
“I Am Offering This Poem” by Jimmy Santiago Baca; “Half-Hanged Mary” by Margaret Atwood and excerpts from “The Wonders of the Invisible World” by Cotton Mather; primary source documents on The Trail of Tears and other supplementary sources, “The Trail of Tears: Our Removal” by Linda Hogan; “38” by Layli Long Soldier, visual art, “The Speech of Little Crow on the Eve of the Great Sioux Uprising,” an excerpt from This American Life, and the documentary “Dakota 38"; “Indian Boarding School: The Runaways” by Louise Erdrich, visual art, photography, historical sources, short documentary film; “If We Must Die” by Claude McKay and historical sources; “Barn Burning” by William Faulkner, historical sources and documentary excerpt; “The Lottery” by Shirley Jackson, sources on the Nuremberg Trials, scapegoating, and bullying; “Everyday Use” by Alice Walker; “The Things They Carried” by Tim O’Brien; Beloved by Toni Morrison, The Things They Carried by Tim O’Brien, OR The Great Gatsby by F. Scott Fitzgerald (TBD).
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團體課
US$40
每週或US$760 用於 19 課程每週上課 x 1 次, 19 週
115 分鐘
即時視訊會議
年齡: 14-14
5-15 每班學員人數