為不情願、有創意和害怕的人開設的開箱即用暑期英語學校

*This course is designed as an intensive, full-semester, “Summer School” 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.  As a “summer school” style course, we will be fitting a lot of material and learning goals within a short period of time.  As such, the independent work load for students will also be significant. Letter grades are available for each trimester upon request.

As an alternative English course, 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. As we work our way through films, we will also incorporate daily poetry as well as weekly short stories and nonfiction texts. 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 a stressful exam and formal essays, students will instead be given a take-home exam and tasked with a final creative project 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.

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.

Class structure

Projects
Students will complete two related projects, both due at the end of the . Projects will have some simple guidelines and a general concept/suggested approach; however, students may also present alternative ideas. 
	
Homework
Students will be expected to watch movies as assigned and complete the accompanying movie worksheet (typically 3 films each week). Students will be expected to complete a weekly reading assignment instead. Reading in this class is minimal, and will be either in the form of a graphic novel, short stories, or short nonfiction texts. Students may begin reading or watch films in advance if they wish. 

Standard weekly homework
-Ongoing, multi-work literary analysis chart
-watch 3-4 films
-complete 1 film analysis worksheet
-read one short story (audiobook allowed) and complete worksheet
-read/watch one nonfiction text and complete SOAPStone worksheet (started in class)
-Finish both poetry charts started in class (ISHAMPOO+)

The Final Exam
The final exam for this course is designed as a low stress, open-note, take home exam.  It will ask them not only about what they have learned throughout the course, but also ask them to apply that knowledge and understanding to the final two films, Men in Black and 12 Angry Men.

Major Works

Readings (fiction)
The Strange Case of Dr. Jekyl and Mr. Hyde
The Killing Joke (motion comic available on Youtube)
“Lamb to the Slaughter”
“The Tale-tell Heart”
“The Yellow Wallpaper”
“Harrison Bergeron”


Films
Dead Poet’s Society
The Princess Bride
The Shawshank Redemption [R]
The Great Gatsby (2013)
MacBeth (version chosen by student from list provided)
10 Things I Hate About You
The Reduced Shakespeare Company: The Complete Works of William Shakespeare
12 Angry Men
Batman Begins
Men In Black
Casablanca
The League of Extraordinary Gentlemen
V for Vendetta [R]

TV
Various Sherlock Holmes options (student choice)

Nonfiction texts
“Fall Forward” Denzel Washington Commencement speech
“A Modest Proposal” Jonathan Swift
Steve Jobs commencement speech
The fourth will be student choice from a list provided


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  each week.  Students keeping a physical copy rather than a digital copy must submit their work in photograph form as a slideshow.

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 
20%  Engagement and effort
20%  Homework/daily assignments 
40%  Projects*
20%  Final Exam*

*students failing to complete and turn in the required projects and/or the final exam will result in them earning an “incomplete” and they will not receive a grade.

(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.) 

Daily Schedule (typical, except for week 1)

First day of the week
Poetry warm-up, discussion, and analysis (15-20 minutes)
Core Text/Film discussion and analysis (30-50 minutes)
Nonfiction text discussion and analysis (20-30 minutes)

Second day of the week
Poetry warm-up, discussion, and analysis (15-20 minutes)
Core Text/Film discussion and analysis (30-50 minutes)
Short Story discussion and analysis (10-15 minutes)
Writing Workshop (20-30 minutes)


*Prior to the beginning of the course, students are to watch
The Princess Bride. Students may also wish, and are recommended, to get a head start for day 2.