Full-year Course: first semester World Lit.; second semester Am./Brit. Lit.
Open to 10, 11, 12
Range of difficulty 3-5
This course is for students who want to become more confident learners by improving their skills. By providing a class that individualizes instruction, students are able to develop the confidence they need for future classes. Short stories, novels, plays, research materials and movies provide the opportunity for students to learn and practice five-paragraph essays, note-taking and outlining, vocabulary in context, and analytical and critical thinking skills
2. Topics and Themes Emphasized
High interest themes such as discrimination, revenge, controversy, moral outrage are chosen to encourage students’ participation.
3. Methods and Sample Assignments
Teachers use a combination of lecture, discussion, and in-class writing during which students receive individual help with their writing. Specific methods or techniques used commonly by teachers include the following:
• requiring and responding to drafts of compositions
• using writing conferences
• organizing students into peer editing groups
• using writing models to teach a specific form of writing
• using literature as a springboard to writing assignments
• using technology productively and responsively (see the English Department statement and school policy regarding plagiarism and cheating)
Specific types of writing:
free response to a prompt
free response to art/music
new ending to a short story/novel
another scene for a play
rewrite of a story using a different setting or point of view
4. Expectations for Students
Much reading is done aloud or silently in class, and students are expected to participate in reading activities.
Students are expected to participate in and use writing exercises during class, including: conferences, prompts, peer editing, and composing.
Speaking and listening:
Students work in groups for discussion of literature and discussion of writing. Students are expected to participate both as listeners and as speakers in class.
5. Reading List and Other Materials
Reading Fiction: An Anthology of Short Stories, DiYanni
“To Build a Fire” London
“The Cask Of Amontillado,” Poe
“The Laugher,” Boll
“Mateo Falcone,” Merimee
“The Bound Man,” Aichinger
“The Jewels,” de Maupassant
“Flowers for Algernon,” Keyes
“The Inerlopers” Saki
“The Lottery,” Jackson
Roald Dahl short stories
A Book Of Short Stories 1, Secondary English Editorial Staff
Novels, Novellas and Non Fiction:
Harold and Maude, Higgins
Zlata’s Diary, Filipovic,
Women of the Silk, Tsukiyama
Different Seasons, King
All My Sons, Miller
A Raisin in the Sun, Hansberry
In class writing: “Mateo Falcone” and “Marriage is a private Affair”
Mateo and marriage are similar in that both stories deal with important cultural traditions and the consequence of breaking those traditions. The consequences are severe…death in one case and disownment in another. However, in Marriage, Okeke, the father, realizes that perhaps there is something more important than tradition: family
Write a letter from Okeke to Mateo about what he has learned about the importance of family. You should write as if you are Okeke and explain to him what your son did and how you treated him. Then explain how and why you changed your mind about seeing your grandchildren. You can also mention how horrible it was that Mateo killed his son.
Letters are informal but they are informative. Your goal is to convince Mateo that, in fact, family is more important than even the most important traditions.
Your letter must include: (Take notes on these)
• Detailed explanations of the traditions
• Honor Code in Mateo Arranged marriage in Marriage
• The spelling of the names correctly
• Why you changed your mind about the importance of family over tradition.
• How you feel about the whole experience.
Remember: you are Okeke.