descriptions of frequently taught classes that represent themes of writing, reading, philosophy, film, and coordinated studies writing reading horror fiction philosophygothic fiction electric sheep science fiction identity lit reading culture senior lit know film & media awarenesssome films books to film supersize my soul coordinated studies black studies Joan of Arc: coordinated studies WRITING essay This course is designed for anyone who wishes to write more
powerful, interesting, and thoughtful essays of all types: expository,
narrative, persuasive, compare/contrast, analytical, and more. Before
writing we will engage in activities that will enhance and inform the
writing process. We will read both classic and contemporary essays and
consider issues of qualities (ideas, organization, voice, word choice,
sentence fluency, and conventions). Each week we will practice some
aspect of essay writing, consider the techniques of published writing,
and share our own works in progress. Note: For credit you will write
six polished essays and complete in-class writing and reading
assignments, and perhaps seminar a published essay. Competencies: students will demonstrate understanding of important building blocks of essay writing through in-class assignments and participation in discussions by writing multiple drafts for each of six essays, students will demonstrate the following: narrative essay: the ability to make an essay read like a polished short story (voice, sentence fluency, dialogue, “show not tell” features), but have a strong thesis statement persuasive essay: strong thesis statement, clear definitions, evidence, strong conclusion expository as demonstrated via a “how to” (practicing mechanical writing): transitions that flow and are complex compare and contrast as another form of expository: transitions; thesis; complexity analytical as another form of expository and a college-style essay: analysis Evaluation Methods: multiple drafts of each essay – editing on a personalized level, editing until mastery is reached. we will critique the use of rubrics as a method of evaluation and thus explore ways that writing is best written and edited on an individualized basis peer editing poetry Writing poetry means learning to read with your ears and think with your heart. In this class there will be writing prompts every day, an explanation of the tools such as metaphor and alliteration that make the creation of poetry more effective, audio and visual examples of many poems and poets, and space provided for each student to explore a personal artistic voice. There will also be time provided to share and critique our ongoing work. Poets with all levels of experience are welcome short storyStudents taking this course will study the writing form of the short story by reading and writing short stories. Students will write everyday in class in order to gain the skills needed to finish writing two short stories for the class. These in-class writings will consist of free writing, writing to a prompt, and writing exercises. Students will also learn how to write an annotation about a short story of their choice, and write a bookstore review. Students will read the work of many short story writers ? from Dorothy Allison to Sherman Alexie. In class, students will participate in close reading to identify elements of plot, character, point of view, conflict, resolution, and style in literature. Students will share critical comments on both in-class and out-of-class reading. Students will also learn how to share critical comments on each other’s work through peer editing and work shopping their peers’ stories. Students will work on developing their voice for presentations (reading their own work) and have the option of doing a reading at the school. 9th grade seminarIn 9th grade seminar we will explore a variety of educational and Nova
specific skills such as essay writing with drafts, research paper with
in-text citations and bibliography, reflection writing, book projects,
students having a voice in and making choices about their education,
community participation and competency based education. Ninth Grade
Seminar is a class where ninth graders build a learning community with
a focus on writing, reading, presentation, research and discussion
skills. nanowrimo National Novel Writing Month students will write a 50,000 word novel in a month, and spend the
months leading up to November practicing writing skills and looking for
a plot line for a full length novel. This is a class for people who
like to write, whether you believe you self to be a good writer or not.
The goal is to be able to say at the end that you have written a novel
which is what we’ll spend the months after November doing. .
Nanowrimo is a international program, http://www.nanowrimo.org/ . While
being in the class does not mean you have to register at the website,
it is encouraged. 1) Student will demonstrate the ability to meet deadlines.
2) Student will demonstrate the ability to create and write on a schedule.
3) Student will demonstrate understanding and practice of character development.
4) Student will practice and be able to explain plot progression.
5) Student will learn methods of word counting
5) Student will practice writing skills in a variety of environments. up, up and awayIn this class you will turn yourself into a superhero and tell your story through various mediums. We will explore the many aspects of the hero archetype and incorporate what we find into our stories. We will also watch a couple of movies to help us with this exploration. Comic books, graphic novels, your imagination, and the desire to become the hero(ine) you have always known you were are important aspects to wanting to be in this class. My great hope is that we will produce an anthology of our stories and art to sell for the charity of our choice.
Note – You may not make yourself into a villain, or
eventually turn into a villain. You will make up villains (or use some
of the ones that are with us now) but it will be up to you to vanquish
their evil desires.
Students will meet the following competencies to receive full
credit for this course: 1) Demonstrate an understanding of the hero
archetype 2) Demonstrate the ability to write for multiple purposes 3)
Demonstrate the ability to communicate with others for a variety of
purposes 4) Demonstrate the ability to work with others to complete
different objectives 5) Publish 6) Demonstrate the ability to write
quickly and creatively 7) Demonstrate the ability to finish what has
been started
NovaKnows.comStudents who take this class will have to demonstrate some or all of the following (depending on their leadership role. Some will be reporters, others editors, others site administrators, and there will always be an editor-in-chief). Every student will create an efolio to demonstrate the following competencies * how to maintain and/or shift the vision for the website * coming up with story ideas * coming up with media to go with story ideas * researching story ideas * creating and understanding intent of written pieces * the ability to identify moral dilemmas and/or contemplate if they exist in contemporary media * writing, drafting, revising copy * working with/being a good editor of a section and/or the website * how to upload content * weekly blogging to reflect on your process * summary assessment of what you learned about journalism READING horror fiction
In this class we will be
looking at the genre of horror fiction. In addition, we will try to
come to an understanding of what horror and terror are. We will
approach these phenomena through the lens of not only fiction, but also
psychology, evolution, biology, and our experiences. Think about these
questions : Why do we descend into the basement to confront something
we are unaware of? Why do many people purposefully expose themselves to
the emotion of horror/terror? Does it become harder to feel horror?
Students will write one story, one essay, read two novels and have many
other project based assignments. Your final project will be creating an
All Ghouls’ Night Dance in January. COMPETENCIES TO BE MET ARE: 1)Demonstrate that you can respond with your own ideas or feelings, in written form or project, to a variety of texts given in the class. 2)Demonstrate the ability to write multiple drafts of a story and or poem and find how to improve that story or poem with each draft or round of feedback. 3)Demonstrate that you are able to give effective feedback on somebody’s written piece (essay, short story, and/or poem. 4)Demonstrate the ability to write multiple drafts of an essay, and find how to improve that essay with each draft or round of feedback. 5)Demonstrate the ability to create a visual piece that is effective in conveying the main point(s) of your presentation. 6)Demonstrate the ability to give a presentation to your peers and teachers that has a point, is well spoken, and is adjusted for your particular audience. 7)Demonstrate the ability to work as a member of a group. 8)Demonstrate the ability to take ideas from a text and physically reproduce them. gothic fiction Students will read four assigned pieces of gothic fiction; read a piece of gothic fiction of your choosing; participate in class discussions and related assignments; write two essays, with three drafts each; and create a project related to gothic fiction. Students will demonstrate your understanding of what gothic fiction is by: reading novels, short stories, critical essays; engaging in class discussions; writing essays.
By the end of the semester students will summarize your definition of
gothic literature, which you will have explored through definitions set
by personal previous knowledge, group discussion, and literary critics.
Credit will be based on 20 hours of classwork per month, including lectures, discussion, reading and projects. To receive credit students must read four novels, and one short stories and complete related assignments. There will also be two essays with drafts and a creative project of your choice. electric sheep This is a class about one of the greatest science fiction writers who ever lived – Philip K. Dick. His books and stories have been made into movies (remember “Blade Runner”), studied in philosophy, language arts, and religion classes, and enjoyed by people throughout the world. Philip K. Dick concentrated on one of two,or both, questions in almost every story he wrote – “What is Human?” and “What is Real?” We will read several of his novels, essays, and short stories, watch films, do projects, create our own Philip K. Dick stories (perhaps movies?), and write a critical analysis piece (an essay). Also, students will be asked to read a story or novel outside of the class reading list and teach it to the class (You will have to obtain this novel or short story from somewhere else). Please be prepared to speak about issues in philosophy, religion, ecology, biology, and psychology.
Important Note: There will be a great deal of reading
and writing in this class. If you don’t want to, or don’t have the time
to, read the books or stories for this class please don’t sign up for
it.
Students will meet the following competencies: 1) Be able to create a project that demonstrates ones critical thinking skills regarding a book or movie 2) Demonstrate the ability to communicate one’s ideas to others during class discussions 3) Demonstrate the ability to read and interpret books and movies at or above grade level 4) Demonstrate the ability to understand why a writer makes the choices they do 5) Demonstrate the ability to write with a draft process 6) Demonstrate the ability to teach what one knows to others 7) Demonstrate the ability to write for different purposes 8) Demonstrate the ability to communicate through writing what one has learned for an entire class. science fiction Level: will be individuated for student. Description: In this class we will explore the genre of science fiction. We will read four books, many short stories and watch several films that will demonstrate both the hard and soft sides of this writing form. As well students will learn how to improve upon or add new skills to writing a research paper, a short story, be a discerning information gatherer, and being confident and competent in presenting their work to their peers. Students will create their own time machines (complete with manuals). We will also watch some films for this class for which you will have to do projects reading culture Do you like to read? Do you love to read? Do you not really like to read, but want the opportunity to learn how? Terrance & Debbie will be co-creating this class with you. We will read, analyze, discuss, and write. Perhaps we will figure out how to bring reading out in to the community to others; perhaps we will read articles about reading; perhaps we will look at statistics about reading; perhaps we will have reading circles, book groups, structured discussions, seminars by students … it will all be up to you to plan the competencies. Terrance and Debbie bring their passion for reading and a lot of stories. You bring the rest. Competencies to be planned within the first few weeks of class. Evaluation Methods to be determined by class. senior lit Students in Sr.Lit. will consider many books, films and stories in a seminar format intended to engender deep exploration of literature and prepare students for college level classes. This semester we will read, talk about or view some or all of the following: Gilgamesh, The Kite Runner, 1000 Splendid Suns, Nine Parts of Desire, Bastard Out of Carolina, Nickeled and Dimed, The Beans of Egypt, Maine, All Over But the Shoutin’, Deer Hunting With Jesus, Antigone, the Nasty Girl, Oedipus, the Orestia, Ajax, Big Fish, The Gospel at Colonnus, the Iliad, the Odyssey, Beowulf, Grendel, the Divine Comedy, The Things They Carried, Johnny Got His Gun, and others, then talk about what we have read, heard or seen. Students will be asked to write one essay about an original idea based on their reading and thinking. This is an honors level class and students will be expected to complete a substantial amount of specific reading during the semester. This class is open only to students who are juniors and seniors. PHILOSOPHY know You are the experience. Expect to work toward understanding your life. Expect to speak a great deal in this class. Expect to move. Expect to read. Expect to be there. Students will learn to: engage in a process oriented approach to
observation, analyze various texts and movies for understanding and
relevance to their lives, create products to demonstrate the
understanding gained from these various mediums, communicate with each
other and the instructor what they are learning, value a question,
value seeing “what is” as opposed to so much “what might/could be”,
engage in the skills needed to be a part of a community. FILM & MEDIA AWARENESS the beauty of dysfunction - the films of and like Wes Anderson In this class we will be watching all of the films Wes Anderson has made. These include: Bottle Rocket, Rushmore, The Royal Tennenbaums, The Life Aquatic, and Darjeeling Express. In addition we will watch films that are similar to the themes that come up during these films – that dysfunction has a purpose and at times it can be beautiful. Films that are similar to Wes Anderson’s films are: Little Miss Sunshine, Harold and Maude, Lost in Translation, and others. There will be a project due for each film and students must complete these projects on a month to month basis in order to stay in the class. books to film In this class, we will be reading books and watching the films made from them. Alex & Debbie have chosen the first four books/movies (please see materials) and early on in the class, we will all choose the next four together. Of course we will be examining what makes a good film; what do scriptwriters and producers and directors perserve from books and why; what do they take out; what makes you crazy in the translation; and, what do we love about movies and books. This class will be co-taught by Alex and Debbie. There will be 8 required projects for full credit and a variety of in-class assignments. Assessments through: discussion, writing, performance, responding to editing, formative. Reading list: Breakfast at Tiffany’s; Close Range (made into the movie Brokeback Mountain); Heart of Darkness (made into the movie Apocalypse Now); and One Flew Over the Cuckoo’s Nest. Four other books/films to be chosen by the class. some films We will study different types of story arcs and archetypes through viewing and discussion different films. Each film will have a project that will be due for it, and will be created within the context of the film and discussion in class. Some of the films we will be watching are: “Talladega Nights” “Napoleon Dynamite” “Yojimbo” “Stranger than Fiction” “My Life as A Dog” “Kill Bill 1 & 2” and many others. If you are interested in films and/or stories this would be a good class to take. IMPORTANT: Keep this in mind. In order to keep you on track to receive full credit in this class you will have to turn in a required number of assignments at the end of the month. Failing to do so will result in you being dropped from the class. Students will learn to: critically analyze films and texts on
films, create products expressing their understanding of the films they
have seen, be able to identify an archetype and predict outcomes of
story arcs based on what they know about those archetypes, write a film
review.
supersize my soul Level – will be individuated. Description – This is a class in
which we will look at the what, how, and why we are influenced to buy,
feel, think, and live. Some questions we might look at are: What is the
standard of beauty? Who comes up with the ideas for the advertising
campaigns you see and hear? What is at the heart of consuming products,
food, and lifestyles? And of course, many more. This class will look at
media, information, knowledge, and ultimately force you to look at the
very choices you make for yourself and others (either consciously or
unconsiously), how those choices may or may not be your own, and who
you really are. Debbie and Terrance are interested in creating this
class with you, so come with your questions. COORDINATED STUDIES black studies Black Studies class will be a survey of African-American and African history, literature, film and music, explored through the lens of different kinds of music including hip-hop, funk, rhythm and blues, jazz, blues and gospel. We will start with hip-hop and move backward in time, discussing and learning about why or how the various genres of music evolved out of what came before, for instance, how Ray Charles took gospel patterns and used them in love songs; how trains became a symbol of freedom to people who had been enslaved and/or were held in bondage by the sharecropping system; how decisions based on greed by some landlords created urban problems that were sung about in rap. Among the films we will look at are”Dave Chappelle’s Block Party”, “Hip-hop, Jails and Hospitals”, “Standing in the Shadow of Motown”, “Wattstax”, “Roots”, “Four Little Girls”, and a variety of documentary and feature films. Among the books we will look at are “Can’t Stop, Won’t Stop”, “The Autobiography of Malcolm X”, “Your Blues Ain’t Like Mine”, short stories of Alice Walker, plays of August Wilson, poetry of Lucille Clifton, Maya Angelou and others. This being a survey course, there will be a whirlwind of activities, topics and options. If you want to listen to Miles Davis’ albums and learn to imitate his trumpet style, do collages in the style of Romare Bearden or paintings in the style of Jacob Lawrence, research Malian folk myths or LA superheroes, civil rights or the great migration, read the works of Senegalese authors or watch Kenyan filmmakers, learn African dance or drumming, make a documentary about rap groups from Seattle or record your own rap using a variety of geographic styles (e.g. West Coast, East Coast, Southern, French, Nigerian), this is the class for you. There will be guest speakers and artists, panel discussions, intense class discussions and celebration. Students will hear, read, think, write and talk about people, ideas
and events of the Middle Ages including: early Christian background,
mysticism, heresies, doctrinal disputes, Augustine of Hippo,
anchorites, Constantine, the Byzantine Empire, Benedict of Nursia,
barbarian invasions, the Vikings, the birth and spread of Islam,
Eleanor of Aquitaine, Henry II, various inquisitions, city-states, the
council of Nicea, the crusades, Saladin, Canossa, papal power
struggles, the monastic movement, the Black Death, Dante’s Divine
Comedy, Beowulf, Song of Roland, Charlemagne, Rumi, The Lion in Winter,
Red Noses, Becket, The Name of the Rose, 1491, Mesoamerican
civilizations, Chaucer’s Canterbury Tales and Joan of Arc. One of the
emphases of this class will be what was happening in parts of the world
beside Europe during this period in history. This is a coordinated language arts/history class. |
Academics > Language Arts >
classes we have taught
| writing | reading | project based |
|---|---|---|
| Kurt Vonnegut; Kerouac; kick-ass lit; mental health and literature; Native American Studies | reading & writing as daily practice; some films; some more films; the beauty of dysfunction; supersize my soul; know; Alfred Hitchcock; Akira Kurowsawa; books to films; opera studies; consciousness & nature; bad films; crawl to salvation | |
| women's lit; | drama; video production; film making; massive media | |
| short story; screenwriting; playwrighting; essay; poetry; creative writing; advanced essay; advanced poetry; advanced short story; nanowrimo: novel writing; research writing | gothic novel; horror fiction; science fiction; senior lit; magical realism; black literature; Asian studies; |
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