The course is designed to review and apply aspects of
an author's skill through reading works of lasting literary merit.
Content
Philosophy
Favoring a range of exposure, as opposed to probing the depth of a few books, I teach as many and varied books as the following conditions allow:
Methodology
Flexibility is the key. The following is a list of values
and teaching focus for each of the books a regularly include in the course.
Note: this does not mean that each of these books are taught each
year.
Daily Procedures
Notes
J = Journal
Q = Quarter Test
S = Semester Test
P = Project
PPT = Paper/Pencil Test
D = Discussion
Grades
| Task | % |
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
| 5. | 5. |
| 6. | 6. |
| 7. | 7. |
| 8. | 8. |
| 9. | 9. |
| 10. | 10. |
| 11. | 11. |
| 12. | 12. |
| 13. | 13. |
| 14. | 14. |
| 15. | 15. |
| 16. | 16. |
| 17. | 17. |
| 18 | 18. |
| Project Books | Tests | Discussions |
| 1. | 1. | 1. |
| 2. | 2. | 2. |
| 3. | 3. | 3. |
| 4. | 4. | 4. |
| 5. | 5. | 5. |
Possible books
| A) Grapes of Wrath (video available) | |
| B) The Good Earth | M) Canticle for Leibowitz |
| C) Brave New World | N) Franny and Zooey |
| D) Wrinkle in Time | O) Day No Pigs Would Die |
| E) Witch of Black Bird Pond | P) All Quiet on the Western Front |
| F) Good-bye Mr. Chips | Q) Lord of the Flies |
| G) Jane Eyre | R) Red Sky at Morning |
| H) To Kill a Mockingbird (video available) | S) Pigman |
| I) Cry, the Beloved Country (video available) | T) The Giver |
| J) Fahrenheit 451 Degrees | U) The Old Man and the Sea |
| K) Catcher in the Rye | V) My Name is Asher Lev |
| L) The Great Gatsby |
Guidelines for Literature Discussion
Be Prepared -- know the text and
supplementary material
Be Courteous
Be sensitive to diversity
Be patient -- let a speaker finish
Be positive about another's comments
(use appropriate seques)
Be free to question/support/disagree
(use quote to support)
Be responsible for your own growth
Quarter/Semester Test "Q"/"S"
Application of terms to related
materials
Project Jane Eyre
Take as aspect of life corresponding
to the setting (time period of J.E.)
| Dress | Food | Speech Patterns | Shelter | Education | Postal Service |
| Law | Male/Female | Relationships | Transportation | Sanitation |
Develop by -
Project Red Sky
In a letter to the author list "little"
facts that were new to you
Project Lord of the Flies
A symbolism paper
Project Cry
Their drawings exemplifying a specific
quote from books. One is to be the cover of the book with author/title.
| Tests | Discussion |
| To Kill a Mockingbird | Giver |
| Bell Jar | Catcher |
| Pigman | Grapes of Wrath |
| Fahrenheit 451 Degrees | Good Earth |
Expectation
A day missed means you are responsible
for the pages listed below. A pop quiz is in order any day.
| 1) | To Kill A Mocking Bird (pp. 7-92) Chapter 1-9 |
| 2) | TKAM (pp. 93-180) Chapter 10-17 |
| 3) | TKAM (pp. 181-284) Chapter 18-end |
| 4) | TKAM (test) (obj.) Intro; Lord of the Flies Project (pp.5-69) Chapter 1-4 |
| 5) | Lord of the Flies (pp. 70-133) Chapter 5-8 |
| 6) | Lord of the Flies (pp. 134-192) Chapter 9-end |
| 7) | Lord of the Flies project is due; The Giver (pp.1-58) |
| 8) | Giver (pp. 59-120) TEC |
| 9) | Giver (pp.121-end) |
| 10) | 30 Dis. of Giver Wrinkle In Time (pp.11-51) (1-3) |
| 11) | Wrinkle (pp. 56-121) Chapter 4-7 |
| 12) | Wrinkle (pp.122-end) Chapter 8-end |
| 13) | Test C&C Giver/Wrinkle, Red Sky At Mourning (1-94) Intro |
| 14) | Red Sky (pp. 74-145) |
| 15) | Red Sky (pp. 146-213) |
| 16) | Project due: RSAM Intro Bell Jar (pp. 1-70) |
| 17) | Bell Jar (pp. 71-150) |
| 18) | Bell Jar (pp. 151-200) |
| 19) | Test: Bell Jar Intro: Chapter in THE RYE (pp.1-66) |
| 20) | Catcher (pp.67-134) chapter 11-20 |
| 21) | Catcher (pp. 135-END) |
| 22) | Catcher - 30 Dis. The PIGMAN (pp. 7-76) |
| 23) | Pigman (pp. 77-END) |
| 24) | Pigman Test Intro Jane EYRE (pp.1-98) |
| 25) | Jane Eyre (pp.98-196) |
| 26) | Jane Eyre (pp. 196-300) |
| 27) | Jane Eyre (pp.301-400) |
| 28) | Jane Eyre (pp. 401-502) |
| 29) | Project due: JE Intro Grapes of Wrath (pp. 1-125) |
| 30) | Grapes (pp.125-263) chapters 11-19 |
| 31) | Grapes (pp. 263- END) chapter 21 -END |
| 32) | Grapes Intro (pp. 3-93) |
| 33) | 451 (pp. 94-END) |
| 34) | 451 Test Intro Cry the B.C. (pp. 3-92) |
| 35) | Cry (pp.93-195) |
| 36) | Cry (pp. 196-END) |
| 37) | Cry project due Intro Good Earth (pp. 1-65) chapters 1-10 |
| 38) | Good Earth (pp. 66-134) chapters 11-19 |
| 39) | Good Earth (pp.135 -195) chapters 20-26 |
| 40) | Good Earth (pp. 196-END) chapters 27-END |
| 41) | Good Earth Prepare for test |
| 42) | Semester Test Terms, Analysis of short friction work |
The following is from
| Book | Values | Teacher Focus | Amt.
of Books |
| All Quiet on the Western Front (WW1 Germany) | Compassion | In-depth character study; structural analysis of novel elements setting, symbol, plot structure, point of view; appreciation an use of poetic language; development of verbal skills; improvement of writing and thinking skills | |
| Peace | 20 | ||
| Respect | |||
| Responsibility | |||
| Service | |||
| Brave New World
(Science Fiction) |
Citizenship | Focus on critical thinking, drawing comparisons, and predicting outcomes; identification of figurative language; analytical writing vocabulary enrichment; peer group interaction | 11 |
| Faith | |||
| Respect | |||
| Responsibility | |||
| Catcher in the Rye
(USA teen) |
Compassion | Study of frame story, genres; essay writing; contrast satire and humor; recognition of images, symbols, motifs; character analysis; development of theme statements; abstract critical reviews | 28 |
| Integrity | |||
| Justice | |||
| Peace | |||
| Self actualization | |||
| Truth | |||
| Cry, the Beloved Country
(South African) |
Compassion | Study of grammatical structure and literary devices; role playing; comparison pf accounts; examination of three-book structure of novel; recognition of point of view, theme, characterization, metaphor, irony, and relationship of style and content | 28 |
| Courage | |||
| Equality | |||
| Faith | |||
| Family commitment | |||
| Loyalty | |||
| Peace | |||
| Death of a Salesman | Compassion | Review of elements of tragedy; response toiletry criticism; study of setting; symbolism, point of view mini-motifs; analysis of character behavior, writing theme topics; comparison with Oedipus | 16 |
| Courage | |||
| Freedom | |||
| Integrity | |||
| Justice | |||
| Loyalty | |||
| Peace | |||
| Self actualization | |||
| The Importance of Being Ernest
(Drama) |
Endurance | Debates; creative art projects; interviews; formal essays; variety of writing assignments; research; review of Victorian literature; preparation of biography | 13 |
| Equality | |||
| Freedom | |||
| Jane Eyre
(Old England) |
Equality | Research; vocabulary study; journal writing; examination of character relationships; review of novel's setting, structure, themes, conflicts, point of view analysis of author's style, language, imagery, symbolism, parallels, allusions; critical interpretations | 21 |
| Justice | |||
| Loyalty | |||
| Self-actualization | |||
| Truth | |||
| Lord of the Flies
(England Symbolism) |
Compassion | Critical reading; examination of use of symbols, characters' dialogue and thematic messages; study of levels of allegory; expression of insights on major themes; reactions to literary criticism | 33 |
| Peace | |||
| Responsibility | |||
| Truth | |||
| My Name is Asher Lev
(Jewish New York) |
Compassion | Cross-cultural consciousness; research of setting; religion | 14 |
| Loyalty | |||
| Self actualization | |||
| The Pigman | Compassion | Vocabulary building; study of character development and point of view; examination of inferences; research; role playing; letter writing to an columnist | 14 |
| Integrity | |||
| Respect | |||
| Responsibility | |||
| Truth | |||
| The Power and the Glory
(Mexico) |
Compassion | Focus on historical, political setting; research; map study; exploration of time structure; recognition of ambiguity between good/evil; writing; visual review examination of spatial pattern, themes, symbols | 13 |
| Courage | |||
| Equality | |||
| Faith | |||
| Family commitment | |||
| Truth | |||
| Pride and Prejudice
(England) |
Family commitment | Study of irony; comparison/contrast of dynamic; static characters; vocabulary building; dramatic reading, examination of direct/indirect characterization; focus on marriage; dialogue writing skill practice; determination of motivation actions; role playing; exploration of humor and wit | 19 |
| Integrity | |||
| Respect | |||
| Self actualization | |||
| Truth | |||
| Red Sky at Mourning
(South West, U.S.A Popular) |
Family commitment | Study of friendship; exploration of humor; historical setting; leisure reading | 10 |
| Respect | |||
| Self actualization | |||
| To Kill a Mockingbird
(South, U.S.A in the 1930's) |
Compassion | Vocabulary development; research; writing activities; character study; identification of themes; irony symbolism, literary foils | 49 |
| Courage | |||
| Responsibility | |||
| Self-discipline | |||
| Fahrenheit 451 Degrees
(Science Fiction) |
Adaptability | Development of creative thinking skills; close reading; mapping; cooperative learning; examination of character relationships; analysis of figurative language and creation of setting, tone, and mood; examination of use of symbols and satire | 27 |
| Citizenship | |||
| Freedom | |||
| Initiative | |||
| Truth | |||
| The Good Earth
(China) |
Endurance | Adaptation of plot to drama format; research; self evaluation of comprehension and writing skills; identification of inferences, levels of meaning; examination meaning; examination of contrasts in Oriental and Western cultures; exploration of changes in characters and relationships; examination of internal conflict; writing personality profile | 14 |
| Family Commitment | |||
| Initiative | |||
| Integrity | |||
| Justice | |||
| Loyalty | |||
| Respect | |||
| Truth | |||
| The Grapes of Wrath
(Depression Southwest) |
Compassion | Study of themes, language, character, development of long-term reading project exploration of imagery, values, symbolism and novel's mythic roots; recognition of motifs in novel; use of critical thinking skills; exploration of gender roles; discovery of links between chapters; application of inferences from textual clues | 35 |
| Consideration | |||
| Endurance | |||
| Equality | |||
| Faith | |||
| Justice | |||
| Respect | |||
| Team Work | |||
| The Great Gatsby
(East 1920's) |
Consideration | Study of literary craftsmanship; attention to imagery, symbols, foreshadowing, emphasis on point of view and setting, character profiles; examination of color clues to characterization; discovery and interpretation of themes; evaluation and writing critical reviews | 29 |
| Integrity | |||
| Loyalty | |||
| Respect |
