Grace Prep American Literature 2011-12
Syllabus
To promote an insatiable appetite for literature, a penchant for devouring new vocabulary, an addiction to
writing, and a potently thoughtful presence in our current culture, we commence this class: Grace Prep American Literature.
The following is a syllabus. It's basically the Who, What, When, and Why of American Literature in a nutshell.
Who: The teacher and the students. The professor and the scholars. The mentor and the apprentices. Ya'll
know each other.
I'm Mrs. Lisa Fitzgerald, to be referred to at Grace Prep events as Mrs. Fitzgerald until you're a senior. If you
see me at Wegman's you can call me Lisa. I have a degree in Secondary Education from Concordia University
Nebraska/Oak Hill Seminary London,U.K. and a certificate from Yale. I'm currently doing Master's research
through Park University Missouri.
Students, please contact me about grades, lethal study strategies, lesson exuberances, or minute/universal
conundrums. Starting in September, we will have our own Grace Prep American Literature facebook group
where we can constantly discuss books, share study strategies, suggest helpful sources, and remind each other
about due dates [ICC note: technology integration, proven “best practice” method, adaptation method,
homework practicality, student engagement, relevance to daily life]. I also occasionally post pictures of the
group being creative during a class project. Furthermore, I love texts and am leaping through life on a limitless
plan so do text me but you better say who you are, or else. 512-568-2462. If you prefer to e-mail me, I can be
reached at english.psu@gmail.com. The best time to talk in person is directly before or after American
Literature.
What & When: We're going to be reading the following texts – most in their entirety with selected portions
from a few. We'll be reading the texts approximately in the chronological order listed below. Feel free to use
your own copies of any of these texts. Your own copy allows you to read it early and often, underline key
sections, make notes in the margins, etc. While we're studying the text, you'll be able to borrow a copy from
school if you don't own it.
Texts
1690s-1820s
Bay Psalm Book
compilation
first book to be published in American colonies
The Last of the Mohicans
James Fenimore Cooper
1690s-1826 (1690s: earliest references in text; year of 1st edition: 1826)
Commences significant archetypes of American frontier fiction; a
capstone contribution to the canon of American Literature.
“An Indian at the Burial- William Cullen Bryant, poem, 1824
Place of His Fathers”
The Last of the Mohicans
Michael Mann, film, 1992 (edited version for school)
“Marco Bozzaris”
Fitz-Greene Halleck, poem, 1827
1830s-1890s*
The True Confessions of
Charlotte Doyle
Avi, historical fiction, 1830s
Journal of a Residence
on a Georgia Plantation
Fanny Kemble, essays/diary, 1839
Huckleberry Finn
Mark Twain, initiates vernacular writing style
setting 1840s, published 1884
Quotes from Abolitionists Harriet Beecher Stowe, 1850s-60s
Ralph Waldo Emerson, 1850s-60s
Harper's Weekly
George W. Curtis (editor), periodical, 1860s
“Memorize Positum”
“For the Union Dead”
James Russell Lowell, poem, 1863
Robert Lowell, poem, 1964 (referencing 1864)
One Gallant Rush
Peter Burchard
1830s-1965 (1830s: earliest references in text; year of 1st edition: 1965)
Glory
Edward Zwick (director), film, 1989 (edited version for school)
Selected Poems
Emily Dickinson, 1870s-80s
Paul Laurence Dunbar, 1890s
*several of these texts with reflections from 1960s as well
1900s-1960s
Our Town
Thornton Wilder, play, setting early 1900s
A Tree Grows in Brooklyn
Betty Smith, semi-autobiographical fiction, setting 1900s-1920s
A Man Called Peter
Catherine Marshall, biography, setting 1900s-1940s
The Great Gatsby
F. Scott Fitzgerald, novella, setting 1920s
“The Ballad of the Harp
Weaver”
Edna St. Vincent Millay, poem, 1922
The Glass Menagerie
Tennessee Williams, play, setting 1930s
Selected Poems
Langston Hughes, 1930s-40s
The Chosen
Chaim Potok, historical fiction, setting 1940s
“Loving Your Enemies”
“I've Been to the
Mountaintop”
Martin Luther King Jr., sermon, 1957
Martin Luther King Jr., sermon, 1968
1970s-future
Selected Poems
Maya Angelou, 1970s-90s
Ender's Game**
Orson Card, science fiction, written 1977-80
Steel Magnolias
Robert Harling, memoir/play, 1987
Steel Magnolias
Herbert Ross (director), film, 1989
The Joy Luck Club
Amy Tan, Chinese-American experience (excerpt), 1989
Selected Short Stories
Stella Pope Duarte, Hispanic-American experience, 1990s-present
“The Elephant Man”
Philip Yancey, essay, 1990
“Eye of the Beholder”
Twilight Zone (1960s) episode, futuristic setting
Uglies**
Scott Westerfeld, dystopian contemporary fiction, 2005
---------------------------------------------------------------------------------------------------------------------[**Note for ICC: An example of how we handle different viewpoints in worldview: Both Card (Ender's) and
Westerfeld (Uglies) do not claim to be Christians. In that sense and in the sense that they bring up big questions
with which our culture-at-large wrestles, our work with these final texts gives fair representation to opposing
viewpoints. Through extensive discussion and essay writing we conscientiously unpack applications to a
Christian worldview and why that holds the ultimate meaning in contrast to “the empty way of life handed down
to us by our (recent American) forefathers”.]
-------------------------------------------------------------------------------------------------------------------Why: Relevance to daily life and “Prep for Life” sample discussion from class texts
(We will discuss all of the literature listed above, finding relevance for each of our daily lives and each
of our walks with Christ. The following sample shows how such unpacking begins.)
From Uglies:
The book may not be hot but it's still warm off the press, copyright 2005. If you've read it you better
not give away the startlingly outrageous plot twists along this roller coaster ride. The main characters
do live around America, presumably, but America has become a Rusty ghosttown. This book will
beautifully allow us to discuss personality and pursue many questions including:
Is personality born-in, given later, developed through experiences, pursued through choices - or some
kind of qualified combination?
Does being more alike help or hinder deep relationships and to what extent?
As we grow to know God better, to what extent does our personality become more or less unique?
More questions will be revealed "all in good time, my uglies". (I don't mean that as an insult...)
---------------------------------------------------------------------------------------------------------------------------------[Note for ICC: Choosing a couple newer books for class discussion in addition to classics is an adaptation
method for learning styles which are less strong in the linguistic intelligence of Gardner's. Most verbally potent
students and reluctant readers will be motivated to read voraciously when an action-packed book like Uglies
carries more suspense and plot twists from page to page than a current movie or video game. Since the plot is
obvious to most upon first reading, we spend the majority of our energy digging into the life application and
implications for each of us pursuing a Christian worldview. About half of the spring 2011 group who read Uglies
chose on their own to read its sequel as well, Pretties. Published in 2005, Uglies directly connects to our
culture's hottest trends and considerations while subtley, decisively condemning the boring, repetitive nature of a
shallow, superficial, conforming existence. Several female students who studied Uglies in spring 2011 were
inspired to research – from Dannah Gresh, Mary Pipher, and other texts (use of national experts) – causes,
implications and alternatives to our culture's shockingly lifeless intentions for females.] ----------------------
Ender's Game allows us to discuss many topics, including questions of power and responsibility.
Does power in one person corrupt? To what extent?
What affect can birth order have on perceptions of power?
To what extent can success isolate a person?
Is there a power that is greater than violence? Does an act of violence ever lessen violence? To what
extent?
----------------------------------------------------------------------------------------------------------------------[To ICC: Like Uglies, our work with Ender's Game affords the benefits outlined above,
including fair representation to opposing viewpoints, application to Christian worldview, relevance to daily life,
Prep for Life and adaptation methods for learning styles. In the same way, our work with both of these texts
especially motivates innovative student engagement. (Again, exhibiting motivation for reading itself, many
choose to read the sequel to Uglies and/or Ender's Game.) Showing in-depth reading comprehension, after
some teacher-led discussions in which most students eagerly participate, students take turns leading
discussions themselves in pairs. Furthermore, students write original essays about complex, current issues
using book elements as a jumping off point to engage current events, American history, other texts they've read,
and their own research. In spring 2011, students wrote at a high-level, showing extensive personal engagement
with their work. I can provide examples of their writing upon request!] --------------------------------------------------------------------------
Recognizing that there are different learning styles, that homework should be creative when possible,
and that a variety of grading methods affords each student an opportunity to showcase unique
intelligences and God-given talents – there are several times throughout the year when unique
evaluation will occur. For example, upon finishing Ender's Game, rather than taking a traditional
exam, students will work in groups to create a comprehensive, complicated, beautiful boardgame
inspired directly from characters and events in the book. Students will admire each other's
craftsmanship while simultaneously reviewing and extending application from the book by playing
each other's games.
Ongoing Aquisition of Vocabulary/SAT Prep Objectives
We're going to regularly master juicy words that are SAT-worthy, some of which are found in our
readings– some of which are on nationally-recognized SAT lists. Each time we learn a set of words, we
will retain that set by coming back and testing on it again. By the end of the year, we will know about
300 SAT-worthy words and have practiced using them to form analogies and other relationships.
Integrating technology and recognizing different learning styles, we will use Quizlet (online) and other
means to help everyone be successful with the words. Also, we're going to write thoughtfully every
single day. We're going to read as many books independently as we can.
Journaling and Writing Contest
In American Literature, we begin each day in a habit-forming way. After meditating on the weekly
Scripture and speaking to God together – we listen. We think. Honoring student engagement, students
take turns choosing a daily life application question from the excellent Navpress resource, 201 Great
Questions. Exemplifying student engagement, each student then journals their unique answer to that
life question. Some of the questions are simple or fun – many are deep, serious, and ask students to
think through life goals and ideals or key memories. Most allow for while not forcing positive personal
engagement. A student may give representation to any viewpoint he chooses on the given day, while
Mrs. Fitzgerald reads every journal entry the student allows and often writes comments engaging with a
Christian worldview. This journal practice of daily thinking, writing and sharing is Prep for Life; a
“best practice” method; has a built-in adaptation method in that each question is very open-ended and
students can take as much time as they choose (taking journals home to finish if necessary); and allows
for varied evaluation (students are graded on effort not ability in this area). In addition to journaling,
most students will be encouraged to enter the writing contest: EPIC's Young Writers New Voices of Our
Future (or another suitable writing contest). This contest will allow personal thought, exploration and
writing while giving a possibility for local and national recognition for the class. Integrating
technology and training in a Prep for Life skill, students will submit these essays online first to a peer
and Mrs. Fitzgerald. These essays and stories will be painstakingly polished using the track changes
feature on Word and equivalent text programs.
-------------------------------------------------------------------------------------------------------------------[Other ICC Notes: Some of the writers of our texts are Christians. Many are not. We constantly compare what
we read to God's Word. ICC #9. For my own "best practice" development, I'll be studying Socratic Circles,
along with Mrs. Head. In our writing, one of the “best practice” methods we use is the CAMERA essay strategy.
ICC #4.
We include a wide variety of grading and evaluation methods from objective vocab and reading quizzes/selected
test questions to completely subjective journal writing and essay development. Many assignments are creative
and several allow work with another student. ICC #7.
We spend plenty of time reading aloud so that students can manage their at-home reading assignments without
being overwhelmed. Writing assignments are broken down with lots of help and instruction. Homework
assignments are consistently practical and creative. Students are given at least two weeks to complete any
assignment that is more than minor in length and assignments vary greatly – embracing the Multiple
Intelligences. For example, students make games, scrapbooks, CDs of music, and artworks to show reading
comprehension in addition to the traditional discussion and writing. In class discussions, students are permitted
to write down and/or draw their answers before speaking outloud and in some cases instead of speaking
outloud. I teach personal-brainstorming-without-editing as well. ICC #5.
This entire American Literature, styled in a chronological fashion in the same historical way that Suzy Weibel
structured her course, directly provides ongoing inter-disciplinary integration with Grace Prep students' study of
American History. Mrs. Head and I also make efforts to be efficient in the inter-disciplinary nature of our different
courses – British, American, World Literature and AP work. Starting in the spring, I periodically provide
challenges for AP-bound students. Mrs. Head comes in from time to time to give students objectives as well.
ICC #13. Local experts used in the formation of this curriculum/possible guest speakers include Suzy Weibel,
Chizzy Anderson, Amber Daughtry (SCCT President), and Jayne Cawthern. ICC #10. National experts include
Deb Christian, Dian Riemer, Russ Moulds, Carol Hinz, Lora Cohn, and Julie Meese. ICC #11.]