High School English
Online Class For Entire 2020-2021 Year
Instructor: Holly Van Houten
Tuesdays 1:30- 3:30
31 weeks in the full course
NOTE: PARENTS WILL BE GIVEN A BOOK LIST AND MUST PURCHASE THESE BOOKS FOR THEIR STUDENTS
Additional Work outside of the classroom is required: Approximately 3-4 hours of reading and 2-3 hours or writing.
This Online High School English class provides a full year of literature and writing that satisfies all requirements and even offers A-G credit for those who want it. The class will include a wide variety of classic short stories, novels, poems, speeches, and plays, which will allow students a chance to hone their analytical writing skills. Students will be able to explore these wonderful works of literature with their peers, in a live, online, discussion-based class that includes hands-on writing workshops. They will have an opportunity to exchange ideas and exercise their critical thinking skills, while enjoying imaginative literature that will stay with them forever!
For the Fall Quarter, our Thematic Focus will be, “What do We Value?” We will begin with short stories by Jack Finney (“The Contents of a Dead Man’s Pockets”) and Ray Bradbury (“There Will Come Soft Rains”), before beginning Shakespeare’s Julius Caesar. We will continue our Shakespeare studies as we explore his sonnets and students prepare oral presentations on these poems. We will then turn to Arthur Miller’s Death of a Salesman, as we continue our look at American values, and then explore the ghostly lessons offered Marley and his trio of time traveling ghosts in A Christmas Carol. We will end the fall quarter with a look at some famous speeches about values, including John F. Kennedy’s Inaugural Speech and Sojourner Truth’s “Ain’t I a Woman,” and students will write and present their own speech on what they value.
For the Winter Quarter, our Thematic Focus will be “Feuds and Futility.” Conflict is at the heart of any story, and as we explore the intricacies of disputes, we’ll not only look at the causes and casualties of famous literary rivalries but consider how authors use conflict to move their plots forward. We’ll begin with a short story by Saki, “The Interlopers,” which will drive home the second half of our theme – the futility of feuding, before moving on to Shakespeare’s most infamous feuding families, the Montagues and Capulets. As we read, Romeo and Juliet, we will consider how various adult characters contribute to the tragic ending of the youths who pay the ultimate price for the enmity of their parents. Our poetry for this quarter will center around the protest lyrics of Bob Dylan, winner of the 2016 Nobel Prize for Literature. Dylan’s anti-war stance motivated millions to oppose what many considered to be a futile conflict in Vietnam, and his words demonstrate the inspirational power of the pen over the sword. We will then move on to two well-loved 20th Century novels that have long inspired young readers to consider the cost of conflict: Harper Lee’s To Kill a Mockingbird and S.E. Hinton’s The Outsiders. We will wrap up the quarter with a discussion of Mark Twain’s short story, “The War Prayer” and use that as inspiration as we write formal “Letters to the Editor” expressing the insights we’ve gained into the power of literature to shape our understanding of conflict.
For the Spring Quarter, our Thematic Focus will be, “For What Should We Be Responsible?” We will begin with two classic short stories that explore familial and social responsibility, “The Scarlet Ibis,” by James Hurst and “Thank You, Ma’am,” by Langston Hughes. We will also consider the timeless inquiry, “Am I My Brother’s Keeper?” as we read John Steinbeck’s Of Mice and Men, which we’ll introduce with a look at the Robert Burns poem that inspired its title, “To a Mouse.” Additional poetry for this quarter will include works by Langston Hughes, Elizabeth Barrett Browning, Christina Rossetti, Emily Bronte, Maya Angelou, and Emily Dickinson, all of which address the issue of responsibility. Our play for the Spring Quarter will by Edmond Rostand’s famous tale of Cyrano de Bergerac, whose Code of Honor shapes his ideas about responsibility. Our final novella for the year will be The Call of the Wild by Jack London. We will consider how Buck changes as he becomes increasingly feral but retains his sense of responsibility towards those to whom he owes loyalty. We will finish the year by studying the insights into responsibility offered in two recent speeches: “Remarks by the President in a National Address to America's Schoolchildren” (President Obama) and “Commencement Speech” (J.K. Rowling). Students will also examine the rhetorical techniques utilized by each speaker and hopefully adopt some of them as they write their own speeches outlining what they consider to be their own responsibilities as scholars.
Students will have an opportunity to explore and debate ideas, as they learn and practice essential writing strategies. We will work on rough drafts together in class, which will allow students to see the reactions their writing elicits from others and to gain extensive revision experience, identifying strengths and weaknesses in their own writing and in the writing of their peers. Students will have many opportunities to develop their critical thinking skills, practice persuasive and analytical writing and enjoy some amazing literature!
The Writing Process will also be a central focus in this course, as students apply their creative and analytical thinking to these marvelous works of literature. Students will not only have an opportunity to express their ideas, argue their opinions and demonstrate their understanding in our class discussions, but they will also organize, develop and argue those ideas in their writing. In addition to longer, academic essays, students will participate in weekly online discussion forums and will be asked to develop their own critical discussion questions to help them organize their responses to the literature we read. Students will learn research techniques and MLA documentation as they develop their persuasive, analytic, expository and descriptive writing skills. As students practice their writing skills, they will also build their understanding of vocabulary, grammar, syntax, punctuation and the conventions of formal, academic writing.
In this class, we will be implementing technology to help us work on the Writing Process. This class will meet online each week for two hours through Zoom - an online video meeting platform (free for students). The Zoom video platform will allow us to meet like a regular classroom for lecture and discussion purposes as we immerse ourselves in wonderful literature and the process of writing literary analysis essays. The class will also utilize Google Classroom for assignments, discussion forums, and work-sharing both during class sessions and outside of class.
This course meets A-G Course Requirements. A-G credit will be given to all students that complete the 3-quarter course and all assignments. Students that attend only 2 quarters will be given ½ A-G credit.
Students will receive instruction from Holly Van Houten, who has decades of experience preparing young writers with the skills they need to succeed. In addition to teaching Literature and Writing at The Huckleberry Center for Creative Learning, in Valencia, California since 2009, Holly taught in the USC Freshman Writing Department for 10 years, while completing her Ph.D. coursework in English and American Literature. Holly has also taught in the English departments at Pepperdine University, California State University, Northridge, and California State University, Long Beach. She has helped young scholars become confident writers for over 30 years and has successfully prepared students of all abilities for college-level writing.