How do characters in stories provide insight into our own self-discovery?

In this first unit, students will read a collection of short stories and poems to analyze, interpret, and reflect on different experiences of the human condition. Some of these stories may feel familiar and relatable, while others may present perspectives and situations that challenge us to see the world and the people around us differently.

In this class, will explore the different perspectives and experiences of narrators and speakers in the short stories and poems we read. A strong focus will be placed on our interpretations of literary techniques and elements the author uses to convey his/her message. Students will be encouraged to have dialogue and discussion as a class, in groups, and in Socratic Seminars. By focusing on a close reading of our texts, what can we discover about the characters, the plot, the message, and from where these stories emerged. 

In Unit 1, students will: 

1. Write CECC paragraphs (Claim, Evidence, and Commentary, Conclusion ) with clearly identified textual evidence.

2. Collaborate in Socratic Seminar discussions.

What if humans were born to behave in certain ways?

This term, we’ll delve into William’s Golding’s classic 1983 Nobel prize-winning novel Lord of the Flies (LOTF). A group of young boys are stranded on a remote island and must survive without the guidance of any adults. They create their own mini-society, but things begin to unravel nearly as soon as they establish a sense of order. The novel is exciting and the novel has rich themes and symbolism that will enliven class discussions and seminars.

What if our nature is determined at birth, and we don't get much of a say in whether we end up on the naughty or the nice list—or whether we're in Slytherin or Gryffindor? In this class, we'll be digging into human nature as we read William Golding's infamous novel, Lord of the Flies. We'll consider the group of boys stranded on a desert island and decide whether they are good people who are driven to evil by their environment or whether they're just little devils by nature. 

In Unit 2, students will: 

1. Collaborate in Socratic Seminar discussions

2. Produce CECC paragraph responses to open-ended questions

3. Write a literary analysis with a clear thesis statement, introduction and conclusion. 

How can we achieve fairness and justice in our world? 

John Steinbeck’s ‘Of Mice and Men’ is a classic American story about two friends who are ‘down and out’, struggling to make their dream of a better life come true. We will use the text as a way of exploring the socio-historical context of the novel (depression-era California), particularly focusing on social justice issues such as the exploitation of the working class. Through reading the novel, we will learn how literature, through emotive engagement, can help raise awareness and promote action on social issues. After reading the novel we will also explore other text types, such as news reporting.

Even though some of the controversial issues in Of Mice and Men may not seem as controversial today as they were in the 1930s, students still need to be prepared for what they will encounter in the classroom. Through class discussions, reading of documents, and some small group work, students should be well-equipped to read and understand Of Mice and Men.

In Unit 3, students will: 

1. Collaborate in group and partner discussions

2. Infer and evaluate characters, concepts, and thematic ideas from the novel in a series of written responses.

3. Prepare and participate in a mock trial for the main character - Lennie Smalls.

How can we build a sense of responsibility in our community? 

“We don’t live alone. We are members of one body. We are responsible for each other. “ —Inspector Goole, An Inspector Calls

'An Inspector Calls" by J.B. Priestley, is a British play written at the height of the First World War.  Priestley’s play, An Inspector Calls, is one of the most iconic 20th century plays taught in English lessons that address themes including social responsibility, age, gender and class. It focuses on an upper-class family, who have used their social status and economic prowess to grow powerful in their social circle. On one fateful night, their treatment of a young working-class woman who went to each of them to seek help and support but was turned away will be put into question.

Through reading the play, we will consider how our actions, no matter big or small, positive or negative, has an impact on those around us, whether we consider it or not. Despite having been written over seventy years ago, its focus on social responsibility and its message that we are ‘members of one body’ remain relevant, particularly in the light of the polarised politics and divisive rhetoric of current global trends.

In Unit 4, students will: 

1. Pull their knowledge on essay writing in a final in class essay based on the themes of the play

2. Consider and evaluate characters by completing a piece of creative text-type.