什麼是人類？高中文學、創意筆記、寫作（全年）
透過英國文藝復興和浪漫/哥德式文學（莎士比亞、呼嘯山莊和詩歌）、《獅子王》、《哈姆雷特》和《漢密爾頓》電影、藝術和歷史修辭文章，解鎖文學運動和主題的發展。
Alaina Bell Gao
平均評分：
4.9
評論數量：(427)
明星教育家
包含什麼
54 現場會議
45 上課時間作業
每週 4+ 小時. There are homework assignments for each class, which may be reading, writing, researching, or ELA activities. For example, the learners may be asked to take notes from the supplied sources, research and choose quality sources, organize the notes into point/paragraph categories, develop MLA in-text citations and Sources Cited citations, consult an MLA Handbook, add their thoughts and analysis, write a paragraph or an essay, complete a presentation, or write a reflection on what they have learned.作業
Rubrics will be available and learners are encouraged to refer to them and assess their progress. The completed assignments will also be shared in class. At that time, learners will be encouraged to give encouraging and helpful feedback, and I will record video feedback with specific praise and suggestions for the future. This will be sent via personal Loom links (caregiver consent required). Since each learner is on a unique path, there will generally be no grading in this course (A, B, C, etc., or percentages), although grades may be available privately upon request in cases where they are required by the state. Essay writing and English skills develop over time (for a lifetime) and at varying rates for all individuals so I am more interested in each learner's individual growth and sustained/renewed interest. The learners will present a final portfolio of their notes, nonfiction, and fiction work during the last week of the course.等級
Grades may be offered privately upon request, but please notify me at the beginning of the course. At the same time, I struggle with energy constraints and will have to factor that into whether they are available or not. (Reach out and check if they are essential.)我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - B2+
美國 9 - 12 年級
Similar to my popular "Genres" middle school courses, this high school series are intensive academic courses that meet and exceed all of the American English Language Arts standards and are fantastic preparation for learners who are college/university-bound (or for anyone who wants a solid foundation in literary appreciation, critical thinking, literary analysis, essay writing, and creative writing.) These courses follow the literary movements, considering how literature is shaped and influenced by cultural thoughts and trends. By studying historical documents alongside the novels, the learners gain a greater insight into the authors' times, creating a web of connections and understanding. In particular, they will also study the rhetoric of argument and literature using the SOAPSTONE analysis model (a popular way to prepare for the AP English Language and Composition and AP English Literature and Composition exams). While the courses can be taken in any order, this one is the first, chronologically, presenting the Romantic and Gothic movements as coming from the Renaissance's Humanist movement and as a balancing force for the Enlightenment/Age of Reason. The series is an exploration of overlapping themes and topics across various forms (poems, short stories, novels, drama, audio readings, and films), styles (narrative, sonnet, free verse, etc.), and genres (Gothic, romance, historical fiction, adventure, dystopian, etc.), with attention to historical accounts, points of view, figurative language, diction, syntax, structure, allusions, and the interaction of setting, character, and plot. This course is rich in content and is a good fit for advanced and gifted learners, due to its focus on critical thinking skills, character analysis, and themes, as well as the openness of many of the units and projects. A learner may take different directions for their research and creative projects, and the classes do not linger on basic reading comprehension questions. It draws connections between various areas of the real world, including a breadth of topics with the freedom to dive deeper into learner-selected focus areas. Thus, it is more stimulating than a traditional course. It is also fantastic for learners who struggle with literature, writing, and ELA since my approach is much more creative and accommodating than traditional courses. I give options and flexibility to my learners for how they approach the literature and assignments, believing each learner is unique. I maintain an encouraging and creative environment for all learners to thrive, with much support, so everyone can grow and stimulate each other. There is a full course load, but I accommodate various needs, levels, and schedules. I build a strong rapport with my classes so we laugh and do fun projects, but this is also an academic course with deep content and many moving parts. While there are high expectations (adapted to each learner), there will generally be no grading in this course (A, B, C, etc., or percentages), except when requested (see details below). I have observed that learners will generally do what they can when treated with respect and encouraged to grow. Instead of marking traditionally, I record feedback (a private video with me talking while screen sharing their essay and annotating it) with specific praise and suggestions for the future, believing that reading comprehension, critical thinking, essay writing, and English skills develop over time (for a lifetime) and at varying rates for all individuals. Individual growth and sustained/renewed interest are most important. Written comments on essays and assignments are often ignored, while these personalized videos have yielded more reflection and growth! Thus, this course will be an excellent fit for any learner who has time for a full English course load and is ready for a thrilling deep dive--whether they are an English enthusiast or not! My course begins with flexible expectations for writing, building up to a well-developed essay that will explore a personal question based off of our guiding question: What is a human? There are also creative writing assignments and individual projects (often with flexible choices so they are learner-led.) The lessons are conversational, but the learners are welcome to participate whichever way they are comfortable, including the chat box. I also adapt the lessons to the interests and skill levels of the learners, so the course will never be taught in the same way again! I will focus and prioritize the skills and elements that are most pertinent to the learners. In our course, we will read excerpts of Hamlet and compare them with The Lion King (Disney+, etc.) and Hamlet (any version accessible to you). From there, we will read other influential works from the period, with an extensive focus on poetry, leading up to the reading of Wuthering Heights (our main spine). We will also watch and discuss Hamilton (Disney+) since its setting is contemporary with Wuthering Heights. (I will connect the chapters and time periods with the Hamilton musical.) I will also include vocabulary of the week, reference to syntax/grammar in our discussions and essay writing unit, and SAT and AP-type questions.
學習目標
CCSS.ELA-LITERACY.RL.9-10.1, and 11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
教學大綱
課程
遵循 Teacher-Created 課程標準
與 Common Core State Standards (CCSS)對齊9 單位
54 課程
超過 27 週單位 1: Themes: Exploring Humanity's Eternally Complex Questions
課 1:
Who Am I?
Class Prep = Prepare a notebook with a pencil and coloured pens or markers (or an electronic document like a Google Doc.)
Examine artifacts from the teacher's life to infer who she is, grouping the artifacts into logical categories with headings. Use visual notetaking to record your conclusions. 50 分鐘線上直播課
課 2:
What is a Human?
Assignment = Write an email to the teacher with your conclusions for confirmation on whether you are correct.
Choose the word of the week, and then discuss what makes someone human by connecting quotations from Hamlet, Wuthering Heights, Frankenstein, Jane Eyre, the Merchant of Venice, and Alexander Hamilton. Add questions or connecting details to have the characters "converse" with one another about our perplexing question. 50 分鐘線上直播課
課 3:
Are Humans Animals?
Assignment = Are humans simply mammals? Why or why not? Record or write out your answer. Use a persuasive tone.
Read several prepared answers, evaluating their organization, logic, and persuasiveness. Then, evaluate your answer and revise it as needed. 50 分鐘線上直播課
單位 2: Visual Notetaking on 16th Century Poetry
課 4:
The Renaissance’s Humanism Movement
Class Prep = Revise and edit your response about whether humans are animals.
Learn more about visual notetaking as you take notes about Francesco Petrarca, the Renaissance, and the Humanism movement. Connect it back to our discussion of what it means to be a human. Choose the word of the week. 50 分鐘線上直播課
其他詳情
學習需求
I'm gentle and caring. There are many creative projects (dreamed up by my ADHD mind!) I also accommodate various needs and differentiate my teaching with visual aids, choice boards, inquiry-based learning, and personalized expectations.
父母的引導和規範
This course will have a major focus on Romanticism so the literature will be melodramatic and have emotional scenes. This course will not be suitable for those who are sensitive to the mention of death, self-harm, abuse, manipulation, mental illness, the supernatural, or dramatic shouting matches (in the literature only!) Hamilton also references extramarital relationships and has some strong language.
I have added positive content about Roma/Romani people (formerly called gypsies), which comes up in Wuthering Heights. I have also selected poems by African-American/Black writers to speak to the experience of being enslaved and the fight for freedom, as well as female voices to reflect on women's lives, concerns, rights, and resistence during those times. Furthermore, I have added international poetry and art to help the learners see what was happening globally and make connections.
While there are mentions of faith and religion in the literature, this is not the focus of our course beyond understanding its importance to the characters and writers.
There will be American historical documents in this course for rhetorical analysis. We will note the influence of cultural trends and the overlap in ideas between fiction and nonfiction. While I am Canadian, I have chosen to use American historical documents since many of my learners are American, and these specific documents are mentioned in the American educational standards. The methods and skills we will use, however, apply to any text. Learners may substitute a historical document from another country when they are doing homework assignments. Reach out to me if you would like suggestions or guidance.
Time permitting, I will show some PBS Learning videos in class to provide historical context. I will share the screen to do this to protect the learners' privacy. I will also embed YouTube videos in the classroom to provide background. The learners will not have access to other YouTube videos via these links since they will be embedded for their safety. However, the learners will be doing research outside of class which is beyond my ability to monitor.
For writing, the learners will use Google Docs and Google Slides, which should not require an email or account.
Finally, I will use Loom to record video feedback on essays or larger assignments and share the links with the learners once the caregiver grants permission. Loom is on the approved Outschool list for child safety. No sign-ups, downloads, or sign-ins are required.
供應清單
Most of the literature for our course is in the public domain. I will, therefore, be able to provide PDF copies in our classroom for free, although you may pick up a printed/book version if that is preferred. You may print out the course pack with poetry and art, historical documents, and provided pages for guided visual notetaking, but this is not required. Creative notetaking and annotation supplies are highly encouraged, such as colourful pens, highlighters, and sticky notes. (Just in case you are looking for recommendations, my favourites are Staedtler double-ended fibre tip pens, Pentel Energel pens, and PaperMate Flair pens.) 📓NOVEL 🫖Wuthering Heights by Emily Brontë (19th century; 1847) ✅ This novel is in the public domain, so a copy will be provided in the classroom for your learner. You do not need to purchase it! 🎭 DRAMA 🫖Hamlet by William Shakespeare (17th century; 1623) ✅ This play is in the public domain, so you do not need to purchase it! Extracts will be provided in the classroom. Due to time constraints, we will not be reading all of it, but the learners will read some of the essential passages and compare them to a filmed version and to The Lion King, which is inspired by Hamlet. 🍿 FILM (Recorded Drama) ❗This is the only extra expense for our course. These films are not in the public domain and cannot be provided for free. The Lion King and Hamilton are available on Disney+, which now has an ads version that is more affordable. The films will be viewed at the end of October (The Lion King) and the end of March into April (Hamilton), so you needn't pay for an ongoing subscription. Hamlet is not available on Disney+, but a free 1948 version is included on YouTube that I will post in the classroom. Other versions are also readily available on other platforms. 🗽The Lion King by Jeff Nathanson (screenplay writer), Jon Favreau (director), and Walt Disney Pictures (21st century; animated 1994 or photorealistic 2019 version; on Disney+) *October of the 2024-2025 school year 🌎Any version of Hamlet *October/November of the 2024-2025 school year *Hamlet is not available on Disney+, but a free 1948 version is included on YouTube that I will post in the classroom. There are several other versions included with Prime, including Franco Zeffirelli's (a BAFTA film award nominee) and the Stratford Festival version by Antoni Cimolino and Shelagh O'Brien (Canadians). Branagh's Hamlet (1996) is the most faithful to the text, although it is longer than the others. It can be rented on Prime or YouTube. David Tennant's 2009 version is also well-respected. 🗽Hamilton by Lin-Manuel Miranda (21st century; 2020; on Disney+) *March/April of the 2024-2025 school year POETRY ✅A poetry-art course pack with guiding comprehension questions will be provided. It will contain the following common domain poems. You do not need to buy or source any of them! 🫖William Shakespeare (English; male; c. 1564-1616; 17th century) "Shall I Compare Thee to a Summer's Day?" (1609) "Not Marble Nor the Guilded Monuments" (1609) “All the World’s a Stage” (1623; from As You Like It) 🫖Lady Mary Wroth (English; female; 1587-1630; 17th century) “Pamphilia to Amphilanthus: 2” (1621) 🗽Anne Bradstreet (British-American; female; 1612-1672; 17th century) “The Four Ages of Men” (1650; published posthumously) “The Author to Her Book” (1678; published posthumously) 🫖Duchess of Newcastle Margaret Cavendish (English; female; 1623-1673; 17th century) “The Dutchess to Her Readers” “An Apology for Her Poetry” “Man’s Short Life and Foolish Ambition” ☘️🌎Jonathan Swift (Anglo-Irish; male; 1667-1745) “The Lady’s Dressing Room” “A Description of the Morning” “Advice to the Grub Street Verse-Writers” “Market Women’s Cries” 🫖Alexander Pope (English; male; 1688-1744; 18th century) “An Essay on Man” (1734) “Elegy to the Memory of an Unfortunate Lady” “Impromptu” “Ode on Solitude” “You Know Where You Did Dispise” 🫖Dr. Richard Schackburg (British; male; 1705-1773; 18th century) “Yankee Doodle Dandy” 🏮🌎Yosa Buson (Japanese; male; 1716–1784; 18th century) “A Bat Flits” “Evening Wind” “The Old Man” “Harvest Moon” “Listening to the Moon” 🗽Hannah Griffitts (American Quaker; female; 1727-1817; 18th century) "The Female Patriots" (1768) "Upon Reading a Book Called Common Sense" (1776) 🗽Mercy Otis Warren (American; female; 1728-1814; 18th century) “To the Hon. J. Winthrop, Esq. Who, on the American Determination, in 1774, to suspend all Commerce with Britain, (except for the real Necessaries of life) requested a poetical List of the Articles the Ladies might comprise under that Head” (1774) “Massachusetts Song of Victory” (1790) “To A Young Lady On Shewing An Excellent Piece Of Painting Much Faded” (1790) 🫖Anna Barbauld (English; female; 1743-1825; 18th century) “The Rights of Women” “Washing Day” “To a Little Invisible Being Who is Expected Soon to Become Visible” “Life” 🗽John Trumbull (American; 1750-1831; 18th century) "An Elegy on the Death of Mr. Buckingham St. John" (1771) 🗽Philip Freneau (American; male; 1752-1832; 18th century) “The American Soldier” 🫖Thomas Chatter (English; male; 1752-1770; 18th century) “Picture of Autumn” “The Romance of the Knight” “An Excelente Balade of Charitie” 🖐🏿🗽Phillis Wheatly (enslaved West-African-American; female; 1753-1784; 18th century) “A Hymn to the Evening” (1773) 🫖William Blake (English; male; 1757-1827; 18th century) “Song: Memory, Hither Come” (1783) “Mad Song” (1783) “The Marriage of Heaven and Hell: The Argument” (1790) “Several Questions Answered” (1791-1792) “A Poison Tree” (1794) “The Sick Rose” (1794) “The Tyger” (1794) 🐲🌎Robert Burns (Scottish; male; 1759-1796; 18th century) “To a Mouse” (1785) “Auld Lang Syne” (1788) “Tam o’ Shanter” (1791) “A Red, Red Rose” (1794) “Scots Wha Hae” (1794) “It Was a’ For Our Rightful King” (1796) 🏮🌎Kobayashi Issa (Japanese; male; 1763–1828) “Even With Insects” “Mosquito At My Ear” 🥨🌎Friedrich Hölderlin (German; male; 1770-1843) “In Lovely Blue” 🫖William Wordsworth (English; male; 1770-1850; 18th and 19th centuries) “The French Revolution as It Appeared to Enthusiasts at Its Commencement” (1793) “Influence of Natural Objects in Calling Forth and Strengthening the Imagination in Boyhood and Early Youth” (1793) “The Reverie of Poor Susan” (1797) “We are Seven” (1798) “Lines Written in Early Spring” (1798) “The Tables Turned” (1798) “Simon Lee: The Old Huntsman” (1798) “Resolution and Independence” (1802) “The World is Too Much With Us” (1807) “I Wandered Lonely as a Cloud” (1807) “The Solitary Reaper” (1807) “It is Not to be Thought Of” (1815) “Scorn Not the Sonnet” (1827) “Most Sweet It Is” (1835) “The Prelude” (1850) 🫖Samuel Taylor Coleridge (English; male; 1772-1834; 18th and 19th centuries) “The Rime of the Ancient Mariner” (1798) “France: An Ode” (1798) “Christabel” (1800) “The Good, Great Man” (1802) “Work Without Hope” (1825) “Desire” (1834) “Youth and Age” (1834) “Fragment 10: The Three Sorts of Friends” (1893) “Fragment 1: Sea-ward, white gleaming thro' the busy scud” (1893) 🥨🌎Johann Ludwig Tieck (German; male; 1773-1853; 18th century) “Time” (1798) 🗽Francis Scott Key (American; male; 1779-1843; 19th century) “Defence of Fort M'Henry” (1814) 🍕🌎Alessandro Manzoni (Italian; male; 1785-1873) “May 5th” 🥐🌎Marceline Desbordes-Valmore (French; female; 1786-1859) “A Memory” 🫖Lord Byron (English; male; 1788-1824; 19th century) “Childe Harold’s Pilgrimage” (1812) “Manfred” (1817) “Don Juan” (1819) 🗽Sarah Grimké (American; female; 1792-1873) “Regret” “The Black Finger” 🫖Percy Bysshe Shelley (English; male; 1792-1822; 19th century) “Prometheus Unbound” "Adonaïs" "Ode to the West Wind" "Ozymandias" 🫖John Claire (English; male; 1793-1864; 19th century) “I Am!” “The Yellowhammer’s Nest” “Meet Me in the Green Glen” 🗽William Cullen Bryant (American; male; 1794-1878) “Thanatopsis” “To a Waterfowl” “The Planting of the Apple-Tree” 🫖John Keats (English; male; 1795-1821; 19th century) “Ode on Indolence” “Ode to Melancholy” “To One Who Has Been Long in City Pent” “Modern Love” “I cry your mercy-pity-love! -aye, love!” 🗽Asher B Durand (American; male; 1796-1886; 19th century) “Kindred Spirits” 🥨🌎Heinrich Heine (Jewish-German; male; 1797-1856; 19th century) "The Phoenix" "The Tear" "The Fir-Tree and the Palm" "The Evening Gossip" "Of Pearls and Stars" "I Love This White and Slender Body" "My Darling, We Sat Together" "From the Window" 🖐🏿🗽Sojourner Truth (African-American; female; c.1797-1883; 19th century) “Ain’t I a Woman?” 🖐🏿🗽George Moses Horton (Formerly enslaved-African-American; male; 1798-1883; 19th century) “On Liberty and Slavery” “Weep” “Like Brothers We Meet” “Lincoln is Dead” “Early Affection” “On Summer” “George Moses Horton, Myself” 🍕🌎Count Giacomo Leopardi (Italian; male; 1798-1837; 19th century) “The Infinite” “To Himself” 🏰🌎Adam Mickiewicz (Polish; male; 1798-1856; 19th century) “The Calm of the Sea” “Within Their Silent Perfect Glass” 🗽Lydia Maria Child (American; 1802-1880; 19th century) “Thanksgiving Day” 🗽Angelina Grimké (African-American; 1800-1858; 19th century) “The Black Finger” (1923) “A Winter Twilight” (1923) “Little Green Dreams” (1924) “For the Candlelight” (1925) “Your Hands” (1927) “A Mona Lisa” (1927) “Greenness” (1927) “At the Spring Dawn” (1927) “The Puppet-Player” (1927) 🦙🌎Esteban Echeverria (Argentinian; 1805-1851; 19th century) “Elvira’s Song” 🫖Elizabeth Barrett Browning (English; 1806-1861; 19th century) “A Man’s Requirements” (1846) “How Do I Love Thee?” (1850) “I Think of Thee!” (1850) “Aurora Leigh”, First Book (1856) “Go from me. Yet I feel that I shall stand” (1856) “My letters! all dead paper, ... mute and white!” (1856) “Mother and Poet” (1862; published posthumously) “My Heart and I” (1862) 🗽Henry Wadsworth Longfellow (American; 1807-1882; 19th century) “Paul Revere’s Ride” “Snow-Flakes” “Haunted Houses” “The Harvest Moon” “Woods in Winter” “Song of the Owl” “Evangeline: A Tale of Acadie” 🗽John Greenleaf Whittier (American; 1807-1892; 19th century) “The Barefoot Boy” “Snow-Bound: A Winter Idyl” 🥐🌎Gérard de Nerval (French; male; 1808-1855; 19th century) “An Old Tune” 🗽Edgar Allen Poe (American; male; 1809-1849; 19th century) “The Raven” “Annabel Lee” “Alone” “Spirits of the Dead” “Sonnet–To Science” 🗽Oliver Wendell Holmes (American; male; 1809-1894; 19th century) “Daily Trials by a Sensitive Man” “Old Ironsides” “Contentment” 💃🌎José Zorrilla y Moral (Spanish; male; 1817-1893; 19th century) “To the Unfortunate Memory of the Young Literary D. Mariano José De Larra” 🗽Herman Melville (American; male; 1819-1891; 19th century) “The Bench of Boors” “The Apparition” “Misgivings” “The Maldive Shark” 🗽Walt Whitman (American; male; 1819-1892; 19th century) “America” “Song of Myself” “I Hear America Singing” “When I Heard the Learn’d Astronomer” 🦜🌎Gonçalves Dias (Brazilian; male; 1823-1864; 19th century) “Song of Exile” 🖐🏿🗽Frances Ellen Watkins Harper (Free African-American; female; 1825-1911; 19th century) “The Slave Auction” “The Slave Mother” “Eliza Harris” “Learning to Read” “Lines” “A Double Standard” “Songs for the People” 🗽Emily Dickinson (American; female; 1830-1886; 19th century) “I heard a Fly buzz–when I died–” (1890; published posthumously) “Dear March–Come in–” (1890; published posthumously) “A Drop Fell On the Apple Tree” (1890; published posthumously) “The Soul Selects Her Own Society” (1890; published posthumously) “I Tie My Hat–I Crease My Shawl” (1890; published posthumously) “There is No Frigate Like a Book” (1890; published posthumously) “Because I Could Not Stop for Death” (1890; published posthumously) “The Soul Unto Itself” (1890; published posthumously) 🫖Christina Georgina Rossetti (Italian-English; female; 1830-1894; 19th century) “Goblin Market” (1859) “A Coast-Nightmare” (1872) “A Rose Has Thorns as well as Honey” (1896; published posthumously) “On the Wing” (1904; published posthumously) 🍁🌎Isabella Valancy Crawford (Irish-Canadian; female; 1846-1887; 19th century) “Bite Deep and Wide, O Axe, the Tree!” “My Irish Love” “Roses in Madrid” 🗽Emma Lazarus (Jewish-American; female; 1849-1887; 19th century) "Long Island Sound" "The New Colossus" "1492" "In the Jewish Synagogue at Newport" "The South" ☘️Oscar Wilde (Irish; male; 1854-1900; 19th century) “The Ballad of Reading Gaol” 🍁🌎Ethelwyn Wetherald (Canadian; female; 1857-1940) “In the Crowd” 🍁🌎Charles G.D. Roberts (Canadian; male; 1860-1943) “The Skater” “Canada” “The Solitary Woodsman” 🍁🌎William Wilfred Campbell (Canadian; male; 1860-1918) “Canadian Folksong” “England” “Into My Study” “The Children of the Foam” “The Sky Watcher” “The Winter Lakes” 𖠰🍁🌎Emily Pauline Johnson (Haudenosaunee-Canadian; female; 1861-1913) “Marshlands” “Joe” 🪷🌎Rabindranath Tagore (Indian; male; 1861-1941) “Coloured Toys” “Freedom” “Journey Home” “Lotus” “The Banyan Tree” “The Flower-School” 🏮🌎Masaoka Shiki (Japanese; male; 1867–1902) “Biting Into a Bitter Weed” “Smoke Whirls” “A Hundred Labourers” 🪷🌎Jibanananda Das (Bengali-Indian; male; 1899-1954) “Go Where You Will” ART ✅A poetry-art course pack will be provided. It will contain the following common domain art. You do not need to buy or source any of them! Along the River During the Qingming Festival (Suzhou Version) by a Chinese artist (Chinese; Ming dynasty) Ming Vase (late Ming dynasty) David by Donotello (Italian; 1430-1440) The Battle of San Romano by Paulo Uccello (Italian; 1435-1440) The Birth of Venus by Sandro Botticelli (Italian; 1485) Vitruvian Man by Leonardo da Vinci (Italian; 1490) Mona Lisa by Leonardo da Vinci (Italian; 1503) Head of a Young Woman with Touseled Hair by Leonardo da Vinci (Italian; c.1500-1510) The Head of a Bald Man in Profile by Leonardo da Vinci (Italian; c. 1505) The School of Athens by Raphael (Italian; 1510) Sistine Chapel Ceiling by Michelangelo (Italian; 1508-1512) The Librarian by Giuseppe Arcimboldo (Italian) Air, Fire, Earth, Water by Giuseppe Arcimboldo (Italian) Winter by Giuseppe Arcimboldo (Italian) Vertumnus by Giuseppe Arcimboldo (Italian; 1591) Print from Akbarnama by Abu'l Fazl (Indian; 1598) A Farm by Joos de Momper the Younger (Flemish/Dutch; 1600-1625) Winter Landscape by Aert van der Neer (Dutch; 1630-1660) The Milkmaid by Johannes Vermeer (Dutch; 1657-1658) Girl with a Pearl Earring by Johannes Vermeer (Dutch; 1665) The Astronomer by Johannes Vermeer (Dutch; 1668) The Lacemaker by Johannes Vermeer (Dutch; 1670) The Blue Boy by Thomas Gainsborough (English; 1770) Portrait of Margaret Burr by Thomas Gainsborough (English; early 1770s) The Bard by Thomas Cole (English-American; 1774) The Parasol by Francisco Goya (Spanish; 1777) The Nightmare by Henry Fuseli (French; 1781) The Death of General Montgomery in the Attack on Quebec, December 31, 1775 by John Trumbull (American; 1786) The Marsham Children by Thomas Gainsborough (English; 1787) Portrait of William Linley by Thomas Lawrence (English; 1789) Songs of Innocence and of Experience, Plate 35, "The Little Girl Found" by William Blake (English; 1794) Sarah Barrett Moulton: Pinkie by Thomas Lawrence (English; 1794) Portrait of a Youth by Anne-Louis Girodet de Roussy-Trioson (French; 1795) Fishermen at Sea by Joseph Mallord William Turner (English; 1796) Portrait of J. B. Belley, Deputy for Saint-Domingue by Anne-Louis Girodet de Roussy-Trioson (French; 1797) Looking at Figures in a Book by Anne-Louis Girodet de Roussy-Trioson (French; 1797) Am I Not a Man and a Brother? by an artist at the British School (British; c.1800) Charles IV of Spain and His Family by Francisco Goya (Spanish; 1801) Receiving the Ghosts of the French Heroes by Anne-Louis Girodet de Roussy-Trioson (French; 1801) The Funeral of Atala by Anne-Louis Girodet de Roussy-Trioson (French; 1801) Alexander Hamilton (1757-1804) in the Uniform of the New York Artillery by Alonzo Chappel (American; 1804) We Three by Philipp Otto Runge (German; 1805) Study for “Portrait of an Indian” by Anne-Louis Girodet de Roussy-Trioson (French; 1807) The Painter and Writer Friedrich August von Klinkowström by Philipp Otto Runge (German; 1808) Engraving in the Microcosm of London (1808) The Morning by Philipp Otto Runge (German; 1808) The Great Morning by Philipp Otto Runge (German; 1810) Wanderer above the Sea of Fog by Caspar David Friedrich (German; 1818) Declaration of Independence by John Trumbull (American; 1819) The Lonely Tree by Caspar David Friedrich (German; 1822) Orphan Girl at the Cemetery by Eugène Delacroix (French; 1824) General George Washington Resigning His Commission by John Trumbull (American; 1824) Liberty Leading the People by Eugène Delacroix (French; 1830) Women of Algiers in their Apartment by Eugène Delacroix (French; 1834) The Fighting Temeraire Tugged to Her Last Berth to be Broken Up by Joseph Mallord William Turner (English; 1839) The Voyage of Life: Old Age by Thomas Cole (English-American; 1842) Snow Storm: Steam-Boat off a Harbour's Mouth by Joseph Mallord William Turner (English; 1842) Rain, Steam and Speed – The Great Western Railway by Joseph Mallord William Turner (English; 1844) The Desperate Man by Gustave Courbet (French; 1845) Poem of the Soul–On the Mountain by Louis Janmot (French; 1854) Kindred Spirits by Asher B. Durand (American; 1849) The Death of Chatterton by Henry Wallis (English; 1856) Autumn--On the Hudson River by Jasper Frances Cropsey (American; 1860) Shipwreck on the Coast by Eugène Delacroix (French; 1862) House Where Turner Was Born by Frances Elizabeth Wynne (Welsh; 1864) Inside a Welsh Farmhouse by Frances Elizabeth Wynne (Welsh; 1864) On Board the Prince Frederick William, Ostend to Dover by Frances Elizabeth Wynne (Welsh; 1864) Apotheosis of Washington by Constantino Brumidi (Italian-American; 1865) Garden at Sainte-Adresse by Claude Monet (French; 1867) Lady Lilith by Dante Gabriel Rossetti (English; 1868) Beata Beatrix by Dante Gabriel Alighieri (English; 1870) The Rehearsal on Stage by Edgar Degas (French; 1874) Miranda by John William Waterhouse (English; 1875) Gather Ye Rosebuds While Ye May by John William Waterhouse (English; 1875) Woman with a Parasol–Madame Monet and Her Son by Claude Monet (French; 1875) Madame Monet Embroidering by Claude Monet (French; 1875) The Statue of Liberty by Frédéric Auguste Bartholdi (French; 1876) Dance at Le Moulin de la Galette by Pierre-Auguste Renoir (French; 1876) Paris Street; Rainy Day by Gustave Caillebotte (French; 1877) Singer with a Glover by Edgar Degas (French; 1878) At the Stock Exchange by Edgar Degas (French; 1878) La Falaise à Fécamp by Claude Monet (French; 1881) Alyonushka by Viktor Vasnetsov (Russian; 1881) Knight at the Crossroads by Viktor Vasnetsov (Russian; 1882) Advertisement: Alexander Hamilton making the first draft of the Constitution for the United States 1787 by Hamilton Buggy Company (1882) A Sunday on La Grande Jatte by Georges Seurat (French; 1884) Hip, Hip, Hurrah! Artists’ Party, Skagen by Peder Severin Krøyer (Danish; 1888) The Lady of Shalott by John William Waterhouse (English; 1888) The Starry Night by Vincent van Gogh (Dutch; 1889) Ophelia by John William Waterhouse (English; 1889) Ulysses and the Sirens by John William Waterhouse (English; 1891) The Siesta by Paul Gaugin (French; 1894) Hylas and the Nymphs by John William Waterhouse (English; 1896) Boulevard Montmartre by Camille Pissarro (Danish-French; 1897) Destiny by John Waterhouse (English; 1900) Hay Harvest at Éragny by Camille Pissaro (French; 1901) Boreas by John Waterhouse (English; 1903) Windswept by John Waterhouse (English; 1903) Lamia and the Soldier by John Waterhouse (English; 1905) Isabella and the Pot of Basil by John Waterhouse (English; 1907) Jason and Medea by John William Waterhouse (English; 1907) Thisbe by John William Waterhouse (English; 1909) Spring Spreads One Green Lap of Flowers by John Waterhouse (English; 1910) I Am Half-Sick of Shadows, Said the Lady of Shalott by John William Waterhouse (English; 1915) Miranda–The Tempest by John William Waterhouse (English; 1916) Triston and Isolde with the Potion by John Waterhouse (English; 1916) 📓📓📓📓📓 Are you hungry for more? Consider adding these stories to your reading list, although they are not required for our class. Look for the elements of Romanticism in them. They are all in the public domain and are available for free online. 📓Persuasion by Jane Austen (1817; Historical romance; 1120L) 📓Frankenstein by Mary Shelley (1818; Gothic; Horror; Science Fiction; 1000L) 📓“The Legend of Sleepy Hollow” by Washington Irving (1820; Gothic; horror; ghost story; 1360L) 📓"The Black Cat" by Edgar Allan Poe (1843; Gothic short story; L1120; 6,750 words) 📓The Narrative of the Life of Frederick Douglass by Frederick Douglass (1845; slave narrative; autobiography; 1040L) 📓Jane Eyre by Charlotte Brontë (1847; Gothic bildungsroman romance; L870) 📓The Tenant of Wildfell Hall by Anne Brontë (1848; epistolary domestic novel; 1090L) 📓The Scarlet Letter by Nathaniel Hawthorne (1850; psychological fiction; romance; urban fiction; 1340L) 📓Uncle Tom’s Cabin by Harriet Beecher Stowe (1852; abolitionist; 1050L) 📓Les Misérables by Victor Hugo (1864; tragedy; 1010L)
已加入 January, 2020
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明星教育家
教師專業知識和證書
2 個學位
學士學位 在 英語 從 University of Windsor
副學士學位 在 英語 從 Canadian College of Educators
Teaching ELA, literature, and writing is my passion and it has been a joy and privilege to inspire thousands of learners over the past eighteen years. For most of that time, I've taught junior high and high school English, although I've also taught other ages. I have designed and taught gifted programs, creative courses for neurodivergent learners, mainstream classes, and support classes for struggling learners.評論
現場團體課程
US$40
每週或US$1,080 用於 54 課程每週2次，共 27 週
50 分鐘
即時視訊會議
年齡: 14-18
2-4 每班學員人數
