Malcolm Shabazz Alternative H.S., Madison, WI, English Course Descriptions

	English Course Descriptions
Course Name	Description

ABC's of Literacy Service Learning	This course will spend the next two weeks examing how it is that children learn to read. We will learn some very specific techniques that you will be asked to employ as you begin tutoring your partner. You will select books, write lesson plans and learn activities that will enhance your time together. Through your patience, listening and hard work, you will hopefully make a lasting impression on a young person.
Acting Workshop	122-640 If you’ve ever considered acting in a play, this is the class that can test your nerve and introduce you to basic skills and techniques of acting without actually performing in a full scale production. Sensory awareness activities, motivation and focus exercises, believable action, concentration dialogue, script analysis and short memorization will be touched upon. Game and activity entered. Beginners welcome.
Advanced Film Analysis	122-700 This is an advanced level class. Only students who are enrolled in the 1st or 2nd Qtr. Introduction to Film Analysis or have earned credit in previous quarter’s of Denise’s Film Analysis class are eligible to register. Students in this course will continue to explore film as an expressive form by analyzing it through the literary, dramatic, and cinematic gaze. An emphasis will be placed on cinematic components of the film genre. Expectiations for passing the class include active and respectful viewing of videos and movie clips in class, full participation in discussions and projects, and preparation of written responses to the films. Some writing, review anlaysis, and video viewing outside of class time will be required. Note: There are strict deadlines for work completion in this course.
American Short Stories of the 20th Century	Comparative Survey: This course will give you the opportunity to read 8 short stories written by American authors of the 20th century, including Sherman Alexie, Alice Walker, Kurt Vonnegut, Langston Hughes, and Zora Neale Hurston. Throughout the quarter, a variety of in-class activities, journal responses, and student-directed discussions will be used in an effort to closely analyze the pieces we read. The final project of the quarater will be a comparative essay on a theme found in at least two of the stories we’ve read (reading will be done both in and out of class). As all in-class work will be designed to model the kind of close literary interpreation that will be required in the final essay, you will be expected to come to class fully prepared to participate, learn, and enjoy!
Approaching Holocaust through Literature	This course will look at various issues of the holocaust through literature. We will begin with a historical perspective through documentary film before we move on to works from Elie Wiesel, Ursula Hegi, Roman Frister, and Ina Friedman. This class will require extensive reading, writing, and discussion. We will study the perspectives of victims: Jewish and non-Jewish including Gypsies, Slavs, homosexuals, Blacks, mentally and physically handicapped people.
Banned Books & Censorship	Burn the Books: Banned Books and Censorship. More than at perhaps any other time in our nation’s history, we need to understand the implications of censorship. We live in a “post 9-11” world in which many of our individual rights are being taken away from us. All students will read Ray Bradbury’s Fahrenheit 451, This class will make connections between Bradbury’s fictional society and our own. After a disturbing jaunt through this strangely familiar text, students will then set out on their own to read another book from the American Library Association’s Challenged and Banned Books List. Students signing up for this course should expect to spend a fair amount of time outside of class for reading. This course will also involve discussion and reading of materials dealing with different issues of literary censorship and their wider social implications.
Basic Writing Skills	This is a beginning writing class. Here we will cover the writing process, the basic elements of writing (including my version of six traits of effective writing), writing paragraphs, and finally writing essays. In this class we will write everyday. So you must register with a willingness to take some risks with writing. If you feel that you’d like to work on basic writing skills, this is the class for you.
Beat, Bop and Beyond	The “beat” movement traces its roots to the bop-era jazz musicians of the 1940’s. It connects directly to the goateed beatniks of the 50’s who grooved to post-bop jazz and poetry in the smoky darkness of coffee houses and low-rent pads. In this course we will study the “beat-generaation” through the use of poetry, short stories, music, novels and art. Students will reflect on a variety of topics and be asked to create poetry, prose, art and perhaps music.
Books Adapted to Film	In this course we’ll read novels which have been adapted to film. As a class we’ll read and analyze a novel (TBA), then compare it to the film version. Analysis will include exploration of plot, character, theme, tone, author’s purpose and film techniques. Written work will include formal essays, film critiques, journal entries,and creative pieces. In addition to one teacher selected novel, students must select 2 other novels of their choice. Students will be expected to rent 2 movies for home viewing. Students without access to a VCR and/or money for rentals should see me when signing up for the class.
C.L.A.S.S. Service Learning	(Community, Leadership, Action, and Solutions in School) -- Service Learning This service learning course will work to develop strong, committed student voices at Shabazz in areas of personal leadership, school government, community building, group dynamics, conflict resolution, and problem solving. Students will be required to complete a variety of writing and analysis assignments, actively participate in discussions, and contribute to hands-on projects. Students will also examine and develop an understanding of current educational issues and concepts of community through an analysis of various articles and media sources. All students in the CLASS must participate in the district’s Student Senate evening meetings and Shabazz Monday lunch-time advisory groups. Members of the course must bring with them a strong desire to understand and enhance their current Shabazz community, a firm commitment to follow current Shabazz policies, an ability to complete individual assignment responsibilities, and a willingness to actively work in cooperative groups. Students with a harassment or AOD violation within the last two quarters are not eligible for this course.
Child's Play Service Learning	This class will use picture books and creative dramatics as springboards to writing. Class begins with interviews of elementary age children and the creation of stories which Martha’s art class will illustrate. Movement exercises, music and theatrics will introduce and enhance writing assignments that follow. The quarter ends with a return to the elementary school to read stories aloud. This is a service-learning class which will work with illustrators from Martha’s class.
Children's Literature	This class will look at children’s literature as 1) an example of good storytelling; 2) as an excellent metaphor for life’s lessons; and 3) as a linguistically creative medium (in other words, poetic stuff). We will read Harry Potter and the Sorcerer’s Stone, some Winnie the Pooh, some Dr. Seuss and many others. Responses to the literature will include a little analysis in discussions and some personal response writing.
College Prep - Prophets of a New Age	This literature based class will require that you read George Orwell’s 1984, Aldous Huxley’s Brave New World and a few selected short stories. You’ll also be required to write informal responses while reading as well as threee academic essays based on the texts. You will analyze literary elements and apply them to our current lives. This will be an intense class, which will require a lot of work (reading included) to be done outside of class. Consider this class if you are interested in speculative/science fiction, but before you sign up for this class, be sure that you are willing to do college preparatory work.
College Prep -Radio Journalism- Service Learning	What’s for Lunch?: A Course in Radio Journalism. Ever wonder how the school district can qualify a pretzel, cheese sauce, raisins and cookie dough as a nutritional lunch? Well, now is your chance to use your skills in English to address a vital issue to our health and education. In this class we will integrate research, writing, and speaking to produce a high quality radio documentary to be aired on WORT (and possibly NPR). This is a semester class, which will require you to devote some time outside of class and on field trips to the completion of the project.
College Prep English-Transcendentalism	What is transcendentalism? According to Ralph Emerson, discipleship automatically breaks two prime tenets of transcendentalism: first, that individualism stems from listening to one’s “inner voice;” and that one’s life is guided by one’s intuition; societal leadership is not necessary nor desirable. This class will focus on the writings of Henry Thoreau, Ralph Waldo Emerson, and Margaret Fuller. This class requires some difficult but exceptional literature. You will write literary essays as well as reflective journal entries.
Coming of Age and the Search for Identity	Through various literature including Fitzgerald's short stories, The Alchemist,* Catcher in the Rye, Ender's Game, and A Handmaids Tale, we will explore the search and discovery of human identity and the overall experience of "Coming of Age." Adolescence is a defining point in the lives of youth and the goal of this class is to identify the trials and tribulations that accompany this period of identity uncertainty. We will study what defines a person, their character, and the personal transformation that follows the " Coming of Age Journey." Throughout the course of the quarter, we will be encouraging of each other in exploring our own identity further and share moments that define us*; i.e. why are we who we are? We will encourage each other to write and share about the journeys we have taken that have led to where we are today. By taking this class, students will discover more about themselves, their classmates, and the search for human identity.
Coming to Writing; Working with Words	If language shapes the way we think and determines what we think about, writing operates at a mysterious crossroads where time, place, and eternity somehow meet. The art of creating fiction involves finding and exploring that enigmatic location. This is a creative writing workshop that examines the aesthetic mystery of the process, the socio-political significance of the product, the inscription of both human connection and divergence, and the legitimization of voices. In this course we will use writing as an opportunity to exceed the language of a text; to break with it and make it a point of departure; to confront culture, meaning, and all that is acquired as we seek to establish a contract with time, place, and eternity.
Controversial Drama	This class will explore dramatic literature (plays) that deal with controversial issues. We will read Inherit the Wind and The Crucible, as well as other plays TBA. In addition to reading aloud, we will do some writing and viewing.
Conventional Wisdom - Service Learning	Everybody at Shabazz has experienced Service Learning. For the past 7 years our school has been a leader in demonstrating Service Learning excellence. The goal of this class is to help further an understanding of Service Learning to others in the district, specifically, area middle schools. Students enrolled in this class will deepen their understanding of Service Learning in order to plan and host a one-day conference. Your audience will be middle school teachers and students. Your task will be to plan and teach the concepts of Service Learning and the steps needed to create service learning projects.
Creation of Criminals	What creates a person from crossing the line from citizen to criminal? Some theorists blame biology and like one such theorist, Cesare Lombroso, go so far as to base their predictions on facial characteristics. Others blame environmental surroundings in which the author Anthony Burgess can depict this stance in his nove. A Clockwork Orange. Still, a guest panel of ex-criminals will tell you it is a culmination of both. Not only will we explore reading on these theorists’ different opinions and the “facts” used to justify, but we will also expand our discussion on the bigger picture: what can be done to stop someone from crossing that line?
Creative Writing	This class will take place in a workshop format in which students are an integral part of the editing process for one another. We will read authors of short stories, poetry, and dramas and use their creations as an inspirational mold for student writing. Students taking this class need to be prepared to share their own work with others and give and accept constructive criticism. Each of the creative writing assignments will be done in stages so that students learn and fully utilize the drafting and revising processes. Note: There will be a high amount of reading and writing in this class. It is imperative that students have written work completed on time in order to receive the benefit of the peer editing experience.
Creative Writing of Monsters	Through creative writing, an individual fiction literature project, and a class short story endeavor, we will explore the social construction of monsters, both modern and traditional, and their role in society. This will include the vampire, dragon, ghoul of any kind, werewolf, fantasy monster, and the serial killer. We will study the character design of the mentioned above and throughout the quarter design our own characters and stories. We will study the significance of the monster in literature and how it can be related to our own lives. The class will culminate in one big story (30+ pages) using all of our creations. The aim of this class is to introduce creative writing with characters generally considered the enemy while discussing what makes something evil. We will explore these ostracized characters and their effect in both literature and the real world.
Dear Diary	In this course, we’ll explore literature written in diary form. Why do authors choose to write in this mode? What is the impact of stories presented in this way? A personal diary/journal is required. Study will include novels, short stories, plays and/or films. Reading list includes Daisy Fay and the Miracle Man and others T.B.A. Daily reading, writing and discussion required.
Down the Bayou	In this multicultural literature class we will examine the culture of southern Louisiana through some of its literature. We will read The Awakening by Kate Chopin, A Gathering of Old Men by Ernest Gaines, and In the Electric Mist with Confederate Dead by James Lee Burke.
Dystopia Fiction	This class investigates the genre of “Dystopia” as a way to explore and critique our own society and social norms. Bob Marley once sang, “You think you’re in heaven, but you’re living in hell,” - a poignant reminder that often times we must step outside of our world if we are to critique it. We will begin by reading a classic dystopian novel (either 1984 or Brave New World) to get a feel for the motives, themes and messages of a dystopian novel. Next, we will examine Lois Lowry’s adolescent novel The Giver, looking closely at the social commentary behind the plot. Finally, we will use the critical skills we have established to critique Harry Potter and the Sorcerer’s Stone from dystopian perspective and question what the implications behind this seemingly harmless novel really are. This class is reading intensive and will ask students to turn a critical eye towards society, both in class discussion and written response.
Early Women's Literature	This is a reading intensive class. Students must be able to read regularly outside of class. Ever wondered what women were up to “back in the old days”? Despite what a traditional “English Literature” course might tell you, there were many talented woman writers of the 18th, 19th & early 20th centuries. In this class, we will take a sweeping glance at what women were writing, from the first days of the unite States of America, all the way through the First World War. We will be reading Frankenstein, by Mary Shelley, “The Yellow Wallpaper” and Herland, by Charlotte Perkisn Gilman, as well as a vareity of short stories and poetry. Students should expect to complete one weekly journal assignment, plus 3 major assignments. Two weeks are devoated to an independent reading project. There are a plethora of early women’s fiction titles available for students.
Emerging Writer's Workshop	This introductory writing course offers students the opportunity to develop their basic writing skills. By using a process approach, this class will allow students to see their written work evolve from an idea, to a rough draft, and finally into a publishable product. There will be a variety of writing assignments ranging from journal keeping and creative writing to formal letters and essays. In addition to writing, students will read and respond to literature to see the techniques that published writers use to convey meaning. Grammar skills and writing mechanics will be an integral part of this course. Since all students vary in their grasp of grammar and mechanics, some of these lessons may be a review. Some reading and writing outside of class time will be expected.
English Grammar	122-220 Some English teachers are purists. They think there is one way to speak English and only one way. “Whom” is ONLY used as an object, never a subject.” Okay, whatever. I view grammar as part of a powerful Discourse with a capital “D” to use the idea of Jim Gee. In simple terms, what we call standard American grammar, is the spine of the language that the elite class uses, and in order to access some of the things we want, we need to be familiar with the way the powerful speak. I once heard the great African-American teacher Henry Louis Gates Jr. say that in order to dismantle the master’s house, we must use the master’s tools. In this class, we will learn to utilize the master’s tools of language.
Existential Questions in Hamlet	So often in our public schools, Shakespeare is taught as a writer on the cusp of the 17th Century who was writing about the current issues of the day. Indeed, it has not been uncommon for British royalty to commit such despicable acts as that of Claudius in Hamlet. However, why is it that in the 21st Century, people all over the world know and love the play? The answer to that question is one that I hope will become clear to you by the end of the quarter. We will focus on some of the traditional elements of the play - the literary elements. However, the greatest emphasis will be on your understanding of how Hamlet’s “Catch-22” existence plays out in our own lives. The class will focus on the reading of the play as well as video-taped versions of the play. The writing will be based on personal reflections and opinions as well as a critical analysis.
Exodus: Theater of Migration	122-322 This is a non-performance-based exploration of human journeys; physical, metaphoric, and personal in the medium of written plays. Class expectations may include: set design, photo essay, CD design, conducting outside interviews, script reading, and shared writing. We will dissect plays for dramatic action, meaning, political or social commentary, and analyze scripts from the perspectives of the playwright, designer, and director. No prior theater experience needed.
Exploring Short Fiction	This literature-based course will narrow its focus to the short story only. The students will take an active role in leading class discussions. As a class, we will read and discuss several short stories. Students will have the opportunity to explore several stories of their own choosing, as well. Every student will choose a story to ‘teach’ the rest of the class. That student will be responsible for providing thought provoking discussion questions and leading the discussion. Emphasis will be placed on analyzing the stories in an articulate, critical way beyond just summary. Students will keep Reading Logs to assist their analysis. These Reading Logs will allow students to have a tangible record of all of the stories that they have read and analyzed throughout the quarter. A variety of assignments and projects will be required to earn credit. Some reading outside of class time will be expected.
Fantasy Fiction Workshop	Weaving tales of magic and mayhem; spinning stories of fairies and fae. The Fantasy Fiction Workshop promises to be an introductory-to-moderate-level reading and creative writing course focusing on literature set in medieval times. We will be reading short stories, excerpts from longer works, and writing a few tales of our own. (Students will be required to share what they write with the class and must be open to peer editing and revision.) All students will read fantasy novels by Terry Pratchett (Mort) and R. K. Rowling (Harry Potter). Hmmm, reading, writing, and peering into the magical world of the past---what else does a class need? Oh yes....your active imagination.
Film Appreciation	In this class we will be watching several films throughout the quarter and responding to them through writing and class discussion. The films will be selected on a basis of cinematic relevance (whether they are discussion worthy) rather than chose around a specific theme or genre. A variety of films will be viewed in the hopes that a variety of film tastes will be met. Discussion will be focusing on three major aspects of film - literary, dramatic and cinematic. The class will require a high amount of feedback, both oral and written. A movie review will be an example of one of the written, required assignments. Students in this class will leave with a better understanding and appreciation of the aesthetics of film. They will also be able to better express themselves when arguing with a friend about why Cruel Intentions is the best film ever made (or not) and Sarah Michelle Gellar the era’s gretest actress (or not).
Finding Identities: The Autobiography	Students who choose to take this class will be required to read ONE of four texts: The Color of Water - James McBride, Bowman’s Store - Joseph Bruchac, I Know Why the Caged Bird Sings - Maya Angelou, Nobody Nowhere - Donna Williams. From a black male dealing with a white, Jewish mother, to an autistic woman’s struggle for acceptance in a disability-phobic society, each of these is an autobiography that recounts the struggles the authors have encountered trying to find their place within their own cultures and societies. Students must be ready to reach any of these texts, though preferences will be honored accordingly. The books will be discussed in literature circles within the classroom. Students must be prepared to write as they will also be working on completing their own autobiography as the final component to this course.
Gender, Texts and Society	When discussing “gender,” we often fall into stereotypical, binary thinking: men versus women. This class will explore the varieties of representations and multiple levels of “gender” present in an array of multimedia texts, including children’s literature, novels, movies, poetry, contemporary young adult fiction, the “media,” and works of the canon. Through looking at a range of texts, we will seek cooperatively to address the following questions: 1) What does it mean to be a man or woman in relation to the time in which the work is produced? 2) What does it mean to be a man or woman in relation to class or race? 3) How do various texts and times define femininity? 4) How do various texts and times define masculinity? and 5) How do texts “teacher” or influence individuals how to act to meet gendered expectations? Students who enroll in this class must be prepared for ongoing discussion, weekly reflective journal writing assignments and one large final project that synthesizes what you have learned from readings, lecture and outside sources, analyzes some of the above questions, and takes your thinking further - outside of the classroom and into the real world.
GLB History: Service Learning	In this class we will examine gay historical events and culture using a variety of texts. We will then work with Sherman Middle school teachers to design curriculum for their "civil rights" unit. The goals of the class include learning about the GLB civil rights movement (historically overlooked by most) and creating activities and lessons that teach middle school students about the recent and historical struggles of GLB people. Those enrolled will likely be working directly with Middle school students, so be prepared to plan and teach some awsome lessons! Designed curriculum will be used for years to come!
GLBT History & Culture Service Learning	GLBT (Gay, Lesbian, Bisexual, Transgender) Students in this class will study people and events from history using the text, Becoming Visible. In addition to questions/activities surrounding this text, students will have to select short stories of their choice. Oral presentation of a selected person from history is expected after research/writing. Guest speakers and film will also be included. This will likely be a semester class.
Gods and Monsters	Frankenstein and the Post-Modern Condition. Subtitled “The Modern Prometheus,” Mary Shelley’s gothic horror and science fiction masterpiece, Frankenstein was the birth of a myth that continues to confront multiple aspects of the human condition. The timeless classic endures not only because of its infamous horrors but for the richness of the ideas it asks us to examine. At the dawn of another new age of advanced scientific and technological capabilities and power, what may be considered narrative absurdity becomes a haunting possibility. Using Frankenstein as the central text for the foundation of this course, we will explore the multiple “morals” of the story including human accountability and the politics of creation, civilization and its discontents, “monstrosities” and social alienation, as well as the nature of life itself.
Graphic Novels	122-100 Graphic Novels In this class we will be looking at a number of graphic novels. We will be reading Maus and Persepolis, as well as with other, as yet to be named, texts (maybe Wonder Woman!?). We will read these novels for their content. We will also look more generally at the genre of graphic novels and will be thinking about their worth as academic texts. Along with reading a range of existing graphic novels, we will create our own graphic "narratives", either individually or in pairs. So, as well as reading graphic novels for their content and literary value, we will be thinking about their artistic and visual qualities. So get out your non-smudging pens and comic books and lets stick it to "the canon of great literature"!
Great Directors	122-100 This class will examine a plethora of different films and film clips from directors like Kubrick, Gilliam, Chaplin, Lynch, Jamurch, Hitchcock and others. Students will respond to the films’ components, ideas and history. We will compare the style, description, character development, and plot of the movies to literature. Students will analyze the films in their class journals and write a short paper about film. Sorry, trip students may not enroll in this course due to in-class viewing and discussion focus.
Harry, Hobbits and.......	Harry, Hobbits, and a Handful of Young Adult Literature In this introductory level course we will be exploring a variety of Young Adult Literature books. As a class we will read Harry Potter and the Sorcerer's Stone and The Hobbit. You will also be reading an additional novel with a partner and completing a large final project based on your choice book. You will be doing a lot of reading in this course - please be prepared for that.
Helping Madison Read Service Learning	In the U.S. today, literacy is a vital personal and community need. If children are not reading by the third grade, their future academic and economic success will be jeopardized. In this class we will become literacy volunteers as we help teach children at a local elementary school how to read. This is a service learning class. Credit is contingent on your active participation in the class.
Horror Fiction & Film	Many of us have a strong psychological need to be frightened. Some seek to fulfill this craving through literature and film. Horror can be the most intense and enigmatic of all genres in both mediums. In this class, we will explore the origins and development of the horror genre in literature and the state of horror in film today. We’ll be covering short stories from Poe to King. Class discussion will involve talking about what scares us and why. Our central novel will be the Stephen King classic, “Salem’s Lot.” Students should expect to do some reflective journaling as well as creative writing. The films we watch and discuss will be dependent on the climate of the class. Knowing this, we will come to a consensus before choosing what we view. Warning: this class requires a large amount of reading. You will be expected to complete reading and writing homework outside of class time.
I Met a Guy Who Said He Was a Technical Writer	Want to work as a writer someday and actually make enough money to buy groceries? Are you into mechanical things? When someone in your family buys a new appliance, so you actually read the instructions to help them figure out how to work the thing? If so, this class is for you. The wide world of technical writing will be explored, and you’ll have a chance to try your hand at creating the same kinds of technical documents people in the real world actually get paid well to write.
Images of Education in Pop Culture	Students in this introductory level course will explore issues and images of “education” in the popular media. Our main “text” will be episodes of Boston Public with the inclusion of other visual and print media sources focusing on schools, students, teachers, and the educational process. This is not a college prep. course, but students will be expected to actively and respectfully view videos in class, participate fully in discussions, and complete written response assignments.
IMAGINE - Service Learning	This course’s main objective (in collaboration with the Rape Crisis Center of Dane County) is to educate young men and women so that they, in turn, can educate their peers about the issue of sexualized violence and harassment. In this course, students will examine gender equity issues and practice intellectual and communication tools to challenge sexualized violence/harassment in their school and community. While completing the class, IMAGINE participants will receive guidance and support in translating their increased awareness and critical thinking skills into a strategic peer education plan. IMAGINE students will develop and implement a service initiative to discuss the issue of sexual harassment with Sherman Middle School students (male and female). Students involved in the program will also take an active role in developing ongoing creative displays and project development for Sexual Assault Awareness Month (April, 2001) in collaboration with the Women’s Issues in Our Society spring course offered second semester. Target Service Audience: Shabazz City High School, Sherman Middle School health classes, Rape Crisis Center (Sexual Assault Awareness Month preparations).
Introduction to Film Analysis	122-700 This is an introductory class. It will be required as a pre-requisite for the Advanced Film Analysis class to be offered next semester. Students in this course will explore film as an expressive form by analyzing it through primarily the literary and dramatic gaze. Toward the end of the course we will include some analysis of cinematic elements (film technique) in preparation for the advanced level course. Expectations for passing the class include active and respectful viewing of videos and movie clips in class, full participation in discussions and projects, and preparation of written responses to the films. Some writing, review analysis, and video viewing outside of class time will be required. Note: There are strict deadlines for work completion in this course.
Introduction to Radio Production	122-430 In this class students learned about some of the fundamental principles of radio production. They were required to complete one project which took the form of a radio diary. This production focused on the stories of their life. They combined story-telling skills, interviews, personal reflections and technical training to produce a show about something close to their heart. Topics ranged from family, hip-hop, politics, comedy, school, and love. At the end of the quarter we burned their productions onto CD
Issues at Shabazz	This is an introductory writing course that explores “issues” t Shabazz like responsibility, depression, harassment, aggression, anger, self-esteem, and additiction. We will discuss these issues using exposition, persuasion, and crative writing. At the end of the quarter, students should understand how to use writing to their advantage and change the voice of their writing depending on their purpose and audience. They should also have an increased awareness of and sensitivity to the issues at Shabazz. This course is designed for students who might not have a lot of experience with writing, but want to learn more. Writing is a powerful tool, but only if you know how to use it.
Journalism Service Learning	This service learning class will not only publish a political journal, but we will also create a radio documentary. Working with Wisconsin Public Radio, WORT, and the Independent Media Center, we will record, edit, and air a documentary.
Language and Society	This class will explore how language functions in various forms within our society. We will begin the quarter with an advertising/media literacy unit where students will examine how the language in the world around us is used to manipulate, position, and persuade. After this, we will explore the relationships between language and power through the lenses of politics, ethnicity, and gender. We will critically examine the "culture of power" in our society, our schools, and our everyday lives in order to gain a better awareness of the ways in which people around us communicate. Many of the classes will be discussion-based, so students should be prepared to express their ideas in an open, respectful way.
Learning to Teach, Teaching to Learn Service Learning	In this service learning class, you will study the basic components of teaching and learning. You will then have a chance to apply that learning with either elementary or middle school students. If you’ve always wondered if you would like to teach, this is a chance to try it out. Homework is required in this class; in addition to tutoring and short assignments, you will be completing two major projects.
LGBT Literature	122-910 In this class we will be looking at representations of queer youth in young adult literature. Reading will be done as a whole class, in smaller literature circles, and individually. Students in this class will read three young adult books and complete journal-style writing and more formal write-ups on the texts. At the end of the class, we will be compiling the readings we have done into a list of resources for queer youth to be distributed to libraries and schools.
Life and Relationships	In this course we'll be examining relationships in their many forms. Instruction will begin from within, identifying our preferred learning styles and methods of communicating better. Once we identify healthy communication skills, we will examine how myths, stereotypes, gender roles and societal expectations influence relationships. We will gain skills to achieving healthier relationships, learn to identify problems and discuss some steps to recovering from dysfunctional relationships.
Life Themes in Film	NOTE: Registration priority will be given to Seniors and Juniors who did NOT take this course last year. Retakers of the course will be allowed to register at 9:45. Students in this course will analyze the representation of important life themes and issues in film. Some of the issues to be addressed are: Drug Abuse, Racism, Homophobia, Education, Literacy, Gender Roles, Poverty, Homelessness, Kids on the Streets, Tolerance, War, etc. Expectations for passing the class include active and respectful viewing of videos in class, participating in discussions, and preparing written responses to the issues and films. Some writing outside of class time will be required. Students will have input on which films will be used in the course.
Life's Journey through Literature	The aim of this class is for students to use literature as a vehicle to better understand themselves, their way of thinking, and why they think the way they do. The writings will focus on one's journey through life and the attitudes that surface as a result of that individual's experiences. Among others, issues of morality, politics, and personal reflection will be the central themes of this course. Individual and group work will consist of standard literary analysis, creative assignments, and possibly a mini-presentation to the entire class. Students enrolling in this course should be ready to participate in class and group discussions, and also expect to do some reading outside of class.
Literary Feasts	122-300 This literature-based class will draw from your previous experiences with food and literature as a springboard to studying two wonderful texts which are focused on food: Tender at the Bone and Like Water for Chocolate. The writing you do will focus on personal narratives related to your own experiences with food. We will also read articles and recipes from a variety of food magazines as we create a lunch menu for our class once a week. In order to pay for the food that we will buy and prepare, there is a $20 food fee attached to this class. If you would like to take this class, but cannot not pay the fee, please consult with Rob; he will help you.
Literature, the Day after Yesterday	Future Perfect. Imagine teenage life at a time and place when and where the ability to read, write, and think is obliterated by a transmitter implanted directly into the brain. Imagine living in a world ruled by warring states and a power structure that controls the exchange of information. Imagine big brother is watching . . .What we believe to be absolute truths and inalienable rights are as socially constructed as the freedoms we are certain will prevent us from the political tyranny of conspiracy and conformity. In a post-modern world sustained by technology and feeding on knowledge, the human race is perhaps now more than ever in danger of being deconstructed as we know it and restructured according to socio-political campaigns that seek to control individual thought, emotion, and memory. This course is an invitation to engage with George Orwell’s nightmare odyssey and prophetic novel, 1984 and Aldous Huxley’s fantasy of the future, Brave New World. Science Fiction is often believed to be literature in which things happen that are not possible today. But in these novels, nothing happens that the human race has not already done at some point in the past, or that it is not doing now, or for which it is in the process of developing the technology. Are these novels fantasy or prophecy? Are the characters and events created for the purpose of political commentary or social satire? Are the fictional societies utopian inventions that suggest superior human arrangements or are they dystopian realities that warn us of impending doom? These are just a few of the issues we will explore by interacting with multiple aspects of life in the worlds of “speculative fiction.” This is a reading intensive course that feeds upon critical and creative interpretation as well as personal vision. Imagine teenage life at a time and place when
Magazine Project	Each student in this class will be creating and editing their own magazine for “publication”. Students will be focusing on the writing process and collaborating with their peers in the classroom. Be prepared to write and “sell” articles for your classmates’ magazines. Throughout the quarter we will also spend time analyzing different articles found within published magazines such as editorials, stories and how-to-articles. I encourage all students to sign-up, especially those who are creative, computer savy and love to write.
Male Identity - Service Learning	Over the course of the next nine weks, we will set out to explore the broad spectrum of male identity. In our explorations, we are sure to face “issues” that are sepcific to men, but we want these “issues” to be generated by us as a class. We will focus on building community, relationships, sexuality, violence, and the contributions we make to each other and our community.
Mind, Body & Soul	Transitioning into high school or transitioning out? This basic English class will combine elements of all learning styles to explore the English language. Two days will be quiet reflective days and two will be more active and collaborative. One day a week we will walk in the neighborhood, meditating and reflecting upon the world around us. One day will be spent working on creative/artistic projects of choice in the classroom. (Students must provide their own “special” materials.) One day will be spent silently reading whatever we choose. And, one day will be spent actively playing with words and language as a class. The main assessment tools will be journals and a final short reflective paper on each individual’s learning process. All work will be completed during class time, so excellent attendance is expected to earn credit. Students will help to determine the weekly schedule during the first meeting of the class.
Multi Genre Research Paper	122-140 An Alternative to the standard academic research paper, the multi-genre paper recognizes that there are many ways to see the world, many ways to show others what we see. The quarter will be spent crafting a research paper which includes finding a topic of interest, doing research, taking notes, using the writing process to produce multiple drafts, and writing a bibliography. However, unlike standard papers, a minimum of five genres will be used to present the research including but not limited to essays, poetry, newspaper articles, collages, songs, short stories, maps, speeches, obituaries, letters and much more. We will work on creating structure and fluidity between genres and students must be prepared to make a final presentation to the class including a visual(s) and selected readings from their paper.
My Name, My House, My Street: Fiction	Creating Character Through Fiction: Using Sandra Cisnero’s book, The House on Mango Street as a model, this class will lead you through the process of writing fiction in Cisneros-inspired vignettes. The stories will be written in the first person and will require you to create a character or characters (i.e. brothers, sisters, friends of the main character) in an effort to tell a realistic story. This text will serve as a kind of writing template -- both beginning and more mature writers will find an abundance of stylistic and grammatical techniques that will help to improve your own writing skills. There will be a variety of both in-class and out of class writing assignments. You will be expected to hsare some of your writing with the class, but the specific piece, day, and method of sharing that piece will be nogotiable. There will also be several opportunities for peer editing. At the end of the quarter, all of your polished work will be compiled for your own enjoyment.
Mythology, the Hero, and the Art of Story	Students in this semester-long course will study the concept of “the hero” and the art of storytelling through classical, cultural, and personal mythology. Readings will include many of the Greek and Roman myths, ancient stories from around the world, folktales, fairtyales, fables, folklore, regional legends, and urban myths. Students in the class will develop an understanding of mythology through the theories of Joseph Campbell and Vladimir Propp. In addition to short readings during this quarter, all are required to read a full-length novel focusing on the heroic quest. Some creative writing will be included in the course as we develop our own myths and/or modernizations of ancient stories. Note: This class requires a high amount of reading and writing. Students should expect to complete small amounts of homework on a daily basis. This course is designed as a semester course; however, quarter credit may be earned. Sorry, no double credit available in this course.
Mythology: Reviving the Oral Tradition	Long before humans possessed the power of the written word, we passed on our histories in the oral tradition-storytelling. The ancient stories and mythologies of different cultures around the world were created and passed on in this way. Taking a look at the similarities and differences of world mythologies, this course will explore the impact of the oral tradition in human experience of the past and present. Both reading of myths and oral re-telling of myths will be required. The core text will be an anthology of world mythology used on a daily basis with supplemental related readings. This class will require extensive class participation and the ability to tell stories in front of the class.
Native Son	Native Son meets The Toughest Indian in the World. This is also a multicultural literature class. We will read both Native Son and The Toughest Indian in the World. Be prepared to complete written assignments and participate in class discussions.
Native Son vs. The Toughest Indian	122-910 This is a class will require structured reading. We will compare Native Son to Sherman Alexie’s recent collection of short stories The Toughest Indian in the World. We will dialogue with each other about some very touchy issues regarding race and racism. We will look at issues of multiculturalism and race through a critical lens. We will take Peter McLaren’s advice: in order to avoid "another form of accommodation to a larger social order" we must engage in issues of race that follow a "transformative political agenda". In other words, we will recognize that we are political beings who must struggle against the status quo. We will not only look at what it means to be Black or Asian or Indian; we will also look at what it means to be White.
Nonfiction Workshop	Ever wonder how to repair the gears on your bike? Do you have a fascination with bats and wonder how to attract them to your yard? Have you been frustrated with our government, but feel stifled because you dont know how to organize a rally or direct action? How about learning how to get free electricity? The fact is that you can teach yourself how to do nearly anything simply by reading nonfiction. In this class each student will be required to obtain a Madison Public Library card (well take a class field trip to ensure everyone has one). After an orientation with our Shabazz library as well as the public library, you will select a number of books that will guide you along in your learning. The final projects will be products of whatever it is you learn whether they are loaves of bread, boats, garden accessories, or solar powered radios, youll be expected to share with us the process of its creation.
On the Road	This class will compare Jack Kerouac’s On the Road and Toni Morrison’s Beloved, as two lenses on America. Kerouac was the poster child for the Beat Generation , a group of writers and artists who challenged the American culture of the 1950’s with their stream of conciousness prose describing sex, drugs and jazz. Toni Morrison is a Nobel Prize winning author, renowned for her dense, literary novels exploring the psyche of African Americans living in the legacy of racism and slavery. These influential writers come from disparate backgrounds, and their works represent differing takes on America. We’ll explore the America described by both authors and examine their influence on culture and discourse.
Our Beloved Toni Morrison	Whether you’ve already read every one of her novels or you’ve always wanted to read one but have never found the time, this class is an opportunity for you to engage with the brilliance of Toni Morrison. As one of the most talented and most influential African-American female writers in history, Morrison’s novels explore the depths of culture, history, and experience that contribute to race and gender relations in Amierican society today. During the quarter, we will read Beloved and The Bluest Eye, as well as several literary essays that related to the issues raised in these two novels. In our attempt to thoroughly engage and respond to these texts, you will be required to read and write on a daily basis. You will also be required to write two formal literary essays on some aspect of the two novels. We will do a lot of the work in class, but you will be required to do so some reading and writing outside of class.
Pages to Pictures Service Learning	In this course the focus is on reading novels which have been adapted to film. As a class we'll read and analyze a novel (TBA), then compare it to the film version. Analysis will include exploration of plot , character , theme, tone and author's purpose. Written work will include journals, miscellaneous prose, and essays of analysis. In addition to one teacher selected novel, students must select 2 other novels of their choice. Students will be expected to rent 2 movies for home viewing. Students without access to a VCR and/or money for rentals should see me when signing up for the class.
Parent-Child Relationships in Literature	In this course we will read Isabelle Allende’s The House of the Spirits and Toni Morrison’s Beloved to explore the way the two writers depict the relationships between parents and children. Allende’s book examines the strain political upheaval places on several generations of a Mexican family during the Mexican Revolution. Morrison’s book focuses on an African American mother’s struggles to raise her children in the aftermath of slavery. Both books are engaging, though challenging. Students will expected to read outside of class. This course intends to challenge readers to use the texts to discuss issues that arise in both traditional and non-traditional families.
Past & Present Issues of Our Society in Film	Students in this course will analyze the representation of important social issues in film. Some of the issues to be addressed are: Drug Abuse, Racism, Homophobia, Education, Literacy, Gender Roles, Poverty, Homelessness, Kids on the Streets, Tolerance, War, etc. Expectations for passing the class include active viewing of videos in class, participation in discussions, and preparing written responses to the issues and films will be used in the course.
Patchwork: Women's Voices - Service Learning	Enrollment in this course is limited to Seniors and Juniors . This SEMESTER- LONG COURSE will focus on topics concerning women in our society , Topics will include: how the media portrays women; body image and eating disorders; self-esteem and personal control issues; violence against women; how to create healthy relationships; sexuality, women’s health; and the celebration of women’s community and creativity. A binding theme throughout the class will be “finding your own voices,” which will allow students to develop and find a place for their views within their personal and extended communities. To earn credit, all students must complete reflective writings and creative projects; critically read assigned texts; and actively participate in class activities/discussions and service components. This course may be taken for English or social studies credit.
Persuasive Writing	This course aims to teach students persuasive writing skills by exploring how different styles of writing are effective in different circumstances. First, we will analyze commercials and advertisements to explore how successful persuasion depends on understanding the nature of one’s audience. Next, we will explore formal persuasive writing styles that students can use for academic audiences. We will discuss issues like spelling, punctuation, grammar, and for academic audiences. We will discuss issues like spelling, punctuation, grammar, and slang. We will also work on thesis development and organization. We will discuss issues like: “when is it appropriate and/or necessary to use formal English?” and “ when is it okay to write in a casual style?” In short, this course is designed for enghusiastic writers who expect to be challenged to improve their persuasive writing and oral argument skills.
Poetry Jam Service Learning	Jammin' Poetry every Friday - Share your poetry and points of view while adding a range of poetic tools and devices to your repetoire. Expectations include respect, literary discourse, participation in Friday slams and poetry guild, as well as daily warm-ups and one workshop per week discussing your poems in small groups. Beginners, pros and poets-in-progress welcome:) Bring your creativity, effort and constructive criticism:)
Poetry Service Learning	The Poetry class actively nurtures and supports the strengthening of the student's own voice and creative vision. To cite but one example, when a student receives a critical response to her poem, one that might suggest that she consider changes to her work, the student must learn to listen to and honor her own beliefs in determining how (or whether) to change her work. It is a skill to be able to listen well to another's comments, to think them through, and then to reach one's own decision about how to proceed with a poem. Our goal is to foster that skill in the poets, and to encourage them to stand up for their work and their beliefs about that work. Writing, editing, and revising poetry are key components of the class. If you are not willing to use the period as a time for disciplined writing and revision, this is not the class for you.
Project Green Teen: English	122-100 Students enrolled in PGT will receive ongoing writing support in this class. In addition, students will read a book (TBA) work on reflection journals, write letters, and complete PGT assignments/final projects. Note: Only students enrolled in Project Green Teen (PGT) will be enrolled in this class.
Protest & Power: Creative Self Expression	122-120 Music, art, and literature are just a handful of areas in which humans choose to express their inner voices. We will focus on these three categories through the lens of social protest throughout history in order to build a foundation for our study for the quarter. Students will examine song lyrics, analyze art and literature, and explore a variety of voices that have been inspiring, inquisitive, and influential to our world. Whether through the spoken or written word or through the visual arts—or any combination—students should be willing to explore and share their own creative voices and visions in class.
Public Address	This class will focus on the art of delivering “speeches”. Students must be prepared to research, write and deliver speeches to the class on a regular basis. This class is designed to get people more comfortable in front of a group and improve public speaking. While this class can improve confidence, you must be prepared to speak in front of a group from Day 1 - with many assignment deadlines in this class.
Reader's Workshop	If you love to read but never seem to have enough time for it, this may be the perfect class for you. To receive credit for the course, you will be required to read and respond through written and creative projects to at least 3 books of your choice. The class will also participate in a read aloud session once a week. All students must participate in these sessions. The class will be conducted in an independent workshop format, allowing 4 class days for reading and writing responses. Feedback on writings will be done on a one to one basis. Firm deadlines apply in this course. Warning: Students enrolling in this course must be able to focus on reading silently for an entire class period. All students may need to read their chosen books and write responses outside of class time, as well.
Reader's Workshop	The Reader’s Workshop is designed for individuals who love to read but neer seem to have enough time to do it. By participating in a structured reading environment each day, it is a goal of the course that you will improve your reading rate, comprehension skills, and ability to effectively articulate responses to what you read in written, oral, and crative formats. This class is modeled after Denise’s Reader’s Workshop. The English Department is offering a second section of this course due to student interest.
Reading Toni Morrison	Are you interested in diving into some really amazing literature? Toni Morrison is one of the most poetic and profound writers of this century. She is among many wonderful African-American writers to be added to the new, more inclusive canon of American literature. In this class we will be reading two very eautiful and striking novels, The Bluest Eye and Beloved. Be ready to be challenged in thinking about issues of race, gender, class, family, and more. There will be one paper assigned for each novel, and you will receive a lot of support in creating thesis statements and developing strong writing. Throughout the semester, we will be engaging in discussion and informal journaling to gain a better understanding of Morrison’s work relative to our own life experiences.
Ready for Reading & Willing to Write Service Learning	122-100 Admit it, if it were not for knowing how to read, you would not have a clue on what his little blurb says! So help learn to perfect their reading and writing skills in this service-learning classroom. After a few weeks of exploring our own progression of literacy and learning specific techniques for teaching literacy, we will head out into a local elementary school and work one-to-one with a student on his/her reading and writing skills. Because students in this class will be working as volunteers with children, it may be a good idea to ask yourself if you like dealing with kids. If you do, this class is for you!
Research & Radio Production Pds 1&2	This is a two-pronged research-intensive course. You will first write a 10-15 page research paper which focuses on a topic of your choice. I will coach you along using a standard research process that you will be expected to use in college. Then you will use your research to produce a documentary on your chosen topic. In this class, you will meet Madison Metropolitan School District’s 12th grade content standards and grade level performance standards in language, communication, and inquiry research. In the process you will also acquire work readiness skills in the field of broadcast journalism. This is a class for motivated students.
*Shabazz Video Project (Service Learning)	Learn the basics of video cameras and techniques in this class. We’ll learn elements of composition, lighting, audio, camera movement and story telling. Planning and writing original scripts, acting, directing and group collaboration are expectations. Each participant in the class will be involved in creating a final product: A video about Shabazz. To manage the requirements of this class you must be self directed and be willing to work outside class hours. This class will be fun and a lot of work! Enrollment is limited.
Shakespeare & War	122-300 This class is the first in a series of classes I am calling Three Quarters of War. In this class we will study Henry the V which is one of Shakespeare’s Historical plays. Here we will witness the romantic mythology of war as the English underdogs subdue the mighty French. We will also study Troilus and Cressida, which is a play that focuses on one of the subplots of Homer’s The Iliad. This story focuses on what Chris Hedges has called the reality of war. We will try to connect the study of these plays with our current war in Iraq.
Shakespeare Comedian	This literature-based class will draw from your previous experiences with life and literature and use them to gain access to one of the world’s most profound writers. We will look at three of Will’s plays: Comedy of Errors, Much Ado About Nothing, and A Midsummer Night’s Dream. We will first grapple with them act by act using the text as well as video recorded productions of each play. Using a variety of activities, you will learn about Will’s commonly used literary devices and techniques to gain greater understanding and appreciation of each play and their characters. You will be required to write two literary analyses.
Social Issues in Books for Children & Young Adults	This class will critically analyze the treatment of a variety of social issues in books for child and young adult audiences. Students will be expected to read, participate in discussions, and write responses to the works presented in class. Some reading and writing outside of class time will be required. Note: Although this course is not currently a service learning class, throughout the quarter we will look at how the books can be used to teach a younger audience about important social issues.
Social Justice Service Learning	This class will explore the many dimensions of “disabilities” and ways to eliminate misperceptions, fears and stereotypes about people living with “disabilities”. Instruction will include terminology, brief history of the ADA (American Disability Act), disability rights, “Inclusion” exercises, and many guest speakers who will address siblings/parents with disabilities, living with disabilities, the politics of disabilities and the many community resources available. The quarter will end with a service-learning project designed to educate others about disabilities. Volunteering at the “Wheelchair Recycling Project” also expected.
Survey of Multicultural Literature	122-300This class will have three major components. First, the class will divide up into small groups and each group will be assigned to read 1 of 5 books that cover ethnic groups. Second, after reading these books with your reading group and completing small reading responses/reflections along the way, you and your group will collaborate to teach with different learning styles the rest of the class what your book was about and its particular themes/issues of the enthic groups at hand, you will individually explore your own racial identity, its themes/issues through a written piece.
Telling Your Story	The focus of this class will be getting to know yourself (and your classmates) a little better through teacher induced self-exploration. This class will place an emphasis on reacquainting yourself with who you really are through storytelling in the form of spoken and written words, but also through art. The class will be writing intensive so come ready to write. A personal journal will be required along with several outside-of-class writing assignments. In addition, we will be reading a variety of autobiographical texts (including poetry, short stories, novels, memoirs...). An in-class presentation on an autobiographical novel or memoir of your choice will be one example of a arequired assignment. We will also be conducitng many (fun!) in-class activities in thehopes of getting to know one another and ourselves better. Come to this class ready to share your own writing, artwork, and parts of your personal history with your classmates.
The “Zine Scene	Part I – The History of Independent Publications. As an introduction to the community of zine writers, this course will focus on the socio-political history of independent, underground, dissident, and radical publications. We will start with early Revolutionary War documentation and make our way to contemporary radical, soft-anarchist zines. There’s a lot of ground to cover in between though, so all students must be ready and willing to read and respond to a lot of history each and every day. Several fieldtrips to the Wisconsin Historical Society are planned to view primary documentation in their archives. Be prepared to have strong, on-going discussions about censorship issues. It is recommended that all students interested in taking the Zine Scene Part II class next quarter take this course as a foundation for personal writing projects.
The Art of Persuasion	This is a writing and research class. Students will be writing on a regular basis, both in and outside the classroom. Students are also expected to speak up in class, both during less formal talking activities and in structured debates and short speeches. Controversy and persuasion are the focus of this class. Students will learn to defend their viewpoints, anticipate counterpoints, and compose well-articulated “emotional” pleas. We will look into everything from advertising strategies to political campaigns. We will come up with a range of controversial topics, and create debates, mock trials, and other forums to discuss the varying viewpoints on each topic. Planned activities include creating a school brochure for prospective students, letters to the editor, team advertisement campaigns, team “presidential” campaigns, and “dream vacation” designs.
The Art of Short Fiction	122-300 This class will examine a wide variety of short pieces of fiction, ranging from several "short shorts" (one-page stories) to longer short stories and possibly a short novel. We will read, analyze, and discuss pieces by Lovecraft, Vonnegut, Cisneros, Wideman, Oates, Salinger, Naylor, and Alexie, among others. Students should know that although most of the pieces that we will read in the class will be short in length, the amount of reading is challenging and may require outside reading. Students will be expected to keep up with readings, engage in discussions, and complete written/creative responses to the texts throughout the quarter. During the final two weeks of the course, we will conduct a whole-class writers' workshop where students will create their own pieces of short fiction and compile them into a class collection. .
The Art of Storytelling	This class will be an exploration of the art of storytelling. We will be reading ghost stories, legends, myths, fairytales and folklore from around the world to perspective on how these ancient forms of teaching and entertaining have impacted societies throughout time. Hand in hand with our literary explorings will be the opportunity to react in creative ways to the stories. Students should expect to do several short pieces of writing, along with art pieces and oral interpretations. Note: Homework will be regulary assigned during the course of this class.
The Art of the Non-Fiction Essay	Most non-fiction has been deemed too technical and difficult (not to mention dull) for most average readers. The greatest non-fiction writers use their love of the written word to compose passionately and poetically on very real and important subjects that aptivate and engage even the most apathetic of us all. Reading essays covering a broad range of topics from literature to nature, to politics, to pop culture, we'll take a look at the literary craft of essay writing at its best and try our hand at it. This class will be fairly writing intensive. Much of the reading will be done together in class; however, students need to be prepared for some difficult texts.
The Creative Female	This English class looks at important and unique pieces of work from the creative minds of women. Throughout the quarter, we will complete many creative projects that will help us understand and enjoy these various works. Issues of gender, race, art, and power will be a constant focus during this class. Laura Esquivel’s Like Water for Chocolate, Charlotte Perkins Gilman’s The Yellow Wallpaper, and the movie Born into Brothels will be our main units of study. Students will be required to read outside of class as well as actively participate every day. All genders are encouraged to take this course!
The Creative Female	122-120 Are you intrigued by Ani Difranco’s powerful lyrics, the ancient lyrics of Sappho or Frida Kahlo’s symbolic portraits? How have women mixed their imaginative power with their unique experiences, emotions, and interpretations of the world? This course will explore contributions in literature, art, and music made primarily by the female pen, brush, and voice. Students will be responsible for individual analysis of materials and completion of a variety of self-directed, projects. Students should be willing to explore and share their own creative voices in this class. Although the focus will be primarily on past female contributions to the arts, male students are especially encouraged to enroll and develop their own creative theories.
The Dating Game: A Study of Relationships	What is it that makes for a healthy, long-lasting, successful relationship? While some relationships are doomed from the beginning, others actually stand the test of time. In an age where divorce is as common as marriage, this course will examine “The Relationship” as it exists in literature, film, and television. We will use Jane Austen’s classic novel, Pride and Prejudice as our prototype for determining healthy and unhealthy trends in relationships. We will supplement this novel iwth modern writing, (both fiction and non-fiction), television, and film to gain a global and diverse perspective on the “relationship,” in all of its romantic forms. Using the often-exaggerated pictures of relationships in entertainment, we may be able to determine some criteria for developing healthy relationships of our own. While Pride and Prejudice is a college-level text, this course will deal with the book at an appropriate pace and focus for high-school readers.
The Fictional Man vs. The Real Man	How are men portrayed through literature? Film? TV? In this class we will take a critical look at the portrayal of men in popular culture. Are males more like the Gladiator, Holden Caufield, or Ludovic? Are any of these representations of boys/males/men accurate? This class will entail a great deal of reading and writing as we try to sift through the social constructions of maleness.
The French Quarter	In this class the focus will be on the works of writers, poets, and playwrights who are intimately tied to the city of New Orleans. For 8 weeks (supplemented by exploration of classic creole recipes on Fridays!) we’ll explore a widely diverse collection of writing, from authors like William Faulkner to Poppy Z. Brite to Tennessee Williams. We’ll also explore the history and mystery of the Cresent City, and seek its inspiration for our own prose and poetry.
The Future Female in Literature	122-300 What does the future hold for women? We will begin to construct answers to this question through engagement with various texts, including novels, short stories, poems, song and film. Our main focus will be on two novels - Margaret Atwood’s The Handmaid’s Tale and Charlotte Perkins Gilman’s Herland, two futuristic stories with dramatically different ideas regarding woman’s role in the future. Projects will include one traditional essay that will be workshopped and revised as well as a second open-ended assignment to be discussed.
The International Poetry Guild Service Learning	This class is a web-based language-arts program that develops students’ writing abilities while encouraging them to become critical, appreciative readers of poetry. A typical International Poetry Guild conference connects 8 to 10 schools over the course of a school term. The schools are in daily contact with one another, posting their poetry in the web-based computer conference to which all schools have access, and reading and commenting on the work of others. The exercise also calls on each participating school to establish, edit, and publish its own poetry journal. The students in the class edit these journals. The students constitute themselves as the editorial board of a poetry journal of their own design; it is you who determine the creative and artistic vision that will guide the crafting of your journal. Throughout the course of the exercise, then, each editorial staff is in charge of reviewing the poetry that has been posted in the computer conference, and selecting poems that meet both its editorial policy and its standards from among those poems. In this fashion, all of the editorial staffs will be doing their utmost to encourage students in all schools to write the very best poetry that they can. The goal of each editorial staff is to produce and publish a journal in keeping with their artistic concept. Copies of the finished journals are then exchanged among each school. In our case, we will produce a poetry CD.
The Labyrinth of Being Male Service Learning	(check for different descrp)Labyrinth of Being Male: This class was created behind the sleeping eyelids of dreaming bears. This is a service learning class in which we will continue to explore the broad spectrum of what it means to be a man. We will focus on several themes: grief and praise; mentors; relationships and sexual ethics; problem stories; and rituals. Here we will sing, chant and meditate; we will, hopefully, continue to have designated time with our mentors; we will maintain our labyrinth at the front of the school. This is the second part of a two quarter class so only those students who were a part of the class last year may sign up for this class. In September, we will attend the Minnesota Men’s Conference in northern Minnesota. To be eligible to register you must be male-born and male-identified and returning to Shabazz in the fall.
The Power of Language	This class will explore how language functions in various forms within our society. We all use language to live our everyday lives, but many people seldom examine the relationship between language and societal power. In this course, students will focus on two of the most controversial and debated areas where the relationship between language and societal power is evident—through the lenses of ethnicity (cross-cultural communication problems, the debate surrounding ebonics) and gender (linguistic gender studies, dominance versus difference). After examining these realms, students will examine how language is put to use by the media; we will consider the concept of perspective while critically examining the language of newspaper articles and advertisements. Note: many of the assignments in this class will be heavily based on written responses and/or written analysis. While we will have many in-class discussions, students should be ready to express their own thoughts on paper.
The Reflective Imagination	This class will use a writing workshop model to explore the art of personal reflection. We will study various autobiographies, coming of age stories, memoirs, and journals to understand how individuals can give their lives meaning and permanence through writing. Students will develop their own reflection pieces through a variety of writing exercises and activities. Emphasis will be placed upon the development of personal voice and content in student writing, yet basic writing instruction will be conducted as needed. All participants in this class must be willing to present and share their life reflections occasionally in writing with the rest of the class, whether in a strict autobiographical or fictionalized form. A full writing process approach will be used, including brainstorming, drafting, peer-editing/sharing, revising, and final typed proofreading. Since we will be using a process approach, students must be willing to revise and improve upon their writing. In addition, we will explore other creative forms of recording and celebrating our lives. Warning: Firm deadlines apply on course work.
The Study of Death & Dying - Service Learning	It has been claimed that one can never look directly at the sun nor at one’s own death. And yet, throughout the history of mankind, both have been the enduring themes of myth and religion, science and magic, curiosity and fear. (http://www.trinity.edu/mkearl/death.html) This class will look at death and loss from a sociological point of view. It is a service learning class and will require building a relationship with a least one person who is beginning to face death. Reading and writing will be an integral part of the class.
The Undiscovered Country	Death, Dying, and the Hereafter: the final frontiers science has yet to explain and the “unexperience” authors have sought to understand in every age. Death works to shape our lives and, conversely, life helps us to shape our thoughts about death; however, this is a subject with no real experts, but it remains a subject that through exploration and philosophy, we may transcend our tragic limitation to understand the human condition. As such, our class will explore death thematically throughout a variety of texts, including contemporary literature, works of the canon, poetry, and non-fiction. Students who enroll in this class must be prepared for ongoing discussions, readings spanning both time and globe, weekly reflective journal assignments, and both fiction and non-fiction writing assignments.
The Vampire in Fiction and Film	122-300 NOTE: The literature you will read in this class is NOT EASY stuff. In this class, students will study the image of the vampire in both fiction an film. Our main focus will be on that development of the vampire image in the genre. Students will delve into the literary roots of this image by reading and discussing elements of the European Gothic tradition; the class will also discuss some of the historical creation of the vampire image. Students will analyze Bram Stoker’s Dracula, focusing on themes, character development, and the vampire tradition that seems timeless in our literary canon. We will finish off the course by reading additional short stories that present the vampire character. To visually complement the themes and images presented in the written texts, students will analyze Nosferatu, The Shadow of the Vampire, and the 1992 film version of Bram Stoker’s Dracula.
The Walking Naturalist	This introductory English course will combine elements of reading, journal writing, and walking outside to improve students’ basic writing and comprehension skills . We will also develop an understanding of our human relationship with the natural world (in an urban setting) by walking through the Shabazz neighborhood. All students will be required to read Aldo Leopold’s A Sand County Almanac, complete directed response assignments, and write student reflection journals on readings and nature observation walks. A small field trip component will be part of the course. All students are required to walk on scheduled days rain or shine. Students must also be able to use class time for writing, reflecting, and reading.
The Walking Naturalist	This introductory English course will combine elements of reading, journal writing, and walking outside to improve students’ basic writing and comprehension skills as well as to understand our human relationship with nature. All students will be required to read Aldo Leopold’s A Sand County Almanac, complete directed response assignments, and write student reflection journals on readings and nature walks. A small field trip component will be part of the course. All students are required to walk on scheduled days rain or shine. Students must also be able to use class time effectively for writing, reflecting, and reading.
The Writer's Workshop	This is an introductory class. It will be required as a pre-requisite for the Advanced Film Analysis class to be offered next quarter. Students in this course will explore film as an expressive form by analyzing it through primarily the literary and dramatic gaze. Toward the end of the course we will include some analysis of cinematic elements (film technique) in preparation for the advanced level course. Expectations for passing the class include active and respectful viewing of videos and movie clips in class, full participation in discussions and projects, and preparation of written responses to the films. Some writing, review analysis, and video viewing outside of class time will be required. Note: There are strict deadlines for work completion in this course.
The Writer's Workshop	Writing and language encompasses our lives and society in infinite ways and this class aims to recognize and examine several different types of literature in order to develop our own writing. Forms that will be covered include journals and autobiographies, poetry/lyrics, the short story, and the argumentative essay. We will encompass the full writing process - brainstorming ideas, creating outlines, drafting, and revising so that each student can produce the best pieces of writing possible. Students will be expected to share their work with others in partner or group editing sessions, and firm deadlines will apply on course work. This class will stress the development and expression of one's personal voice, as well as taking chances and having fun with writing.
Theater Appreciation	122-322We will increase our appreciation and critical perceptions of theater; read and write plays; design and build sets; watch plays and other performances; and explore theater’s development as an art form and a social phenomenon. Participation in class forum discussions and sharing of critiques will offer opportunities for students to explore individual theatrical interests. We will attend live performances. No prior theater experience necessary!
Theater Production	122-600 Calling all theater enthusiasts! This nine-week course involves the analysis and rehearsal of a play. The final goal is an all school performance. Beginning actors are welcome. All those enrolled must be prepared to memorize, rehearse, and perform. Enrollment is limited.
To Catch and To Kill	122-300 This class will examine two influential pieces of American literature, J.D. Salinger?s The Catcher in the Rye and Harper Lee?s To Kill A Mockingbird. Through reader response techniques, we will examine how each story reveals a different part of the human experience. We will take into consideration the ideas of what it means ?to catch? and ?to kill? in each story and in our own experiences. This class requires students to read both novels, participate in discussion and activities and complete two essay writing assignments.
To Hell with Lady like (Woman's Lit)	This class will have a main focus on Women's issues and will involve a bit of activism. Some of the material to be covered in this class will be: women in the media, violence(including dating violence), skills for better relationship, sex and sexuality, self identity and much more. This class is Not open to people that want to "blow off) class. There will be a fair amount of reading but material will be fun and very informative. Class involvement and participation is necessary. Look forward to seeing you!
Toni Morrison	This class will be reading, discussing and interpreting the works of Nobel and Pulitzer Prize winning author Toni Morrison. We will concentrate on three of Morrison’s novels, The Bluest Eye, Song of Solomon and Beloved but will be reading critical essays on these texts as well. In addition, we will be reading essays by Morrison as they relate to issues raised in her novels. This class will require extensive reading and writing. We will be spending some class time reading and work-shopping our writing pieces. However, extensive outside reading and writing will be required. So be ready and willing to read some amazingly poetic, intriguing and complex tests that are extremely rewarding.
Tough Chicks: Warrior Women in History, Myth, & Pop	Get in touch with your inner warrior! In this course we will be studying and celebrating fictional and real-life warrior women from the Amazons to Zenobia. The class will be divided into three units, one focusing on mythical and literary heroines, another on historic figures, and the third on strong women in pop culture. Yes, we will be watching “Xena”, and “Tank Girl” too! Students will be expected to read one heroine-centered novel (different reading levels available) and write a research paper about the warrior woman of their choice.
Video Production	Learn the basics of video cameras and techniques in this class. We’ll learn elements of composition, lighting, audio, camera movement and story telling. Planning and writing original “scripts” , acting, directing and group collaboration are expectations. To manage the requirements of this class you must be abel to develop video story lines and be self-directed. Come ready with ideas for making your own videos! Enrollment is limited.
Visions of America	Over the past 50 years, our country has undergone tremendous social and political change. This course will examine the visions and voices that have defined who we are as a nation by looking at various perspectives on living in America. As a class, we will read Kerouac's On the Road and selected passages from Zinn's Voices of a People's History. We will look critically at our culture, our history, and ourselves and work to examine the American experience from multiple perspectives, both fictional and historical. Potential writers include Salinger, Alexie, King, Allison, Naylor, and Ginsberg. This will be a reading-intensive course where some reading will probably need to be done outside the classroom.
Voices in American Literature	This course will be a survey of some of America’s most prominent and exceptional writers. We will be reading and analyzing outstanding works including Harper Lee’s To Kill a Mockingbird, F. Scott Fitzgerald’s The Great Gatsby, and possibly John Steinbeck’s Of Mice and Men. This course will also cover selected short stories by among otheres, Edgar Allen Poe and Langston Hughes. The aim of this course is provide an opportunity to examine a range of American authors and discover similarities in style and theme among these writers. This course will require a fair amount of reading outside of class, and will ential writing short papers and responses.
Wisconsin: A Sense of Place	Because this is the second quarter of a semester-long class, students new to the class will have missed out on some units and knowledge. During this quarter, we will be concentrating on Wisconsin authors and arts, and the history of Wisconsin from statehood in 1848 to the present. We will also be involved in a community study of Madison. The reading of one book by a Wisconsin author as well as one research project are among the requirements for this class. However, there is also a lot of project and activity-oriented work.
Women's Issues in Our Society Service Learning	Students must have been enrolled in the course during the third quarter or receive Denise’s permission to register. New students will be required to read an extra text during the first two weeks of class. This semester-long course will focus on topics concerning women in our society, including how the media portrays women, violence in dating partnerships, how to create healthy relationships, sexuality, self-esteem and personal control issues, body image and eating disorders, and the celebration of women’s community and creativity in art and literature. A central theme throughout the class will be “finding our own voices,” allowing students to contemplate, develop an understanding of, write about, and share their views on women’s issues with others. Students will be required to read and respond to two full novels in the course, in addition to short stories, poetry, and news articles. Completion of creative projects, a small research assignment, class discussions, reflective writing, and a service component involving Sherman Middle School students and/or the broader Madison community will be required.
Writer's Workshop	In this intensive writing workshop, we’ll explore literary techniques, devices and styles, as well as the personal process of writing. The class will include close readings of published fiction, and each other’s work, as well as writing exercises. Each student will complete a work of short fiction or a fragment of a longer Expect experimentation and revision? Students interested in creative forms of non-fiction are welcome.
Writing	122-140 (Check on course description)This is a writing class! You (students) will determine what elements of the yearbook you want to work on, then spend time creating and revising projects (pages). You must be able to work with computers and be self-directed. Each student will be involved in designing pages, creating survey questions, tabulating results, interviewing, researching, taking pictures, and writing articles/creative pieces. In addition, all members of the class will design, organize and lay-out the complete yearbook. Once yearbook is complete, you will be involved in projects for Shabazz's graduation ceremony. Enrollment is limited.
Writing 101	Are you an individual with plenty to say but struggle with how to get it into words? Do you have dozens of ideas for potential stories but never find the time to write them down? Are you already a great writer? Whether you answer yes to any of these questions or if you are just looking to improve your writing, then this is the class for you. We will be experimenting with a variety of writing styles; from autobiographical/personal narrative writing to creative fiction to essay, this course will help writers of all skill levels improve their writing. Students must be willing to work both independently and in a group for this course.
Writing for Amnesty Service Learning	In this class, we actively engaged in Amnesty International campaigns. In doing so, we not only focused on human rights issues, but also on the skills of reading and writing. This course was a rich mixture of language and social justice. As a group we wrote over 140 letters in an effort to preserve human rights. We also prompted the Shabazz student body to write over 70 messages of hope to prisoners of conscience all over the world in our holiday card campaign. Students sythesized world political issues while honing usage and style skills.
Writing for Community Activism Service Learning	122-140 Writing is hard. Let’s just get it out on the table and speak the truth. Very few people find writing to be an easy activity; however, I do think it is among the most important skills we, as people, can strive to master. Becoming an adept writer can help one be a synthesizer of complex ideas, a more clearly understood friend, even a more enticing romantic. But we will approach writing with one goal in mind: Becoming an empowered voice in the community. The writing that we do in this class will consist of paragraphs, letters, and essays. The writing is expected to be well organized and succinct. Revisions will also be expected. All of the writing will prepare us for the arguments we will formulate to convince the various powerful entities that it is in everyone’s benefit to slow traffic down on Sherman Avenue.
Writing for Publication	In this writing workshop, you will pursue your own interests in writing while also reading the work of both professional writers and your classmates. While there is no way to guarantee publication, the goal of this clas will be for you to submit three pieces for publication: one for the Shabazz yearbook and two that are sent to a magazine, anthology, or contest. You will also be expected to spend part of your time on a public relations project intended to promote a positive image of Shabazz. Writing ability is not as important as motivation, and willingness to work hard to take some risks.
Writing for Shabazz Yearbook Service Learning	122-140 This is a writing class! You (students) will determine what elements of the yearbook you want to work on, then spend time creating and revising projects (pages). You must be able to work with computers and be self-directed. Each student will be involved in designing pages, creating survey questions, tabulating results, interviewing, researching, taking pictures, and writing articles/creative pieces. Enrollment is limited.
Writing Personal Fiction	Writing Personal Fiction. This class will focus on the craft of writing short fiction. You will learn how to describe the setting, characters, and action. You will also learn how to write dialog and monologue, and create structure in your stories. We will write several short pieces in the first six weeks. During the final three weeks you will write a final (long) short story. You will use a writing process in which you will need to revise your story based on student and teacher feedback.
Writing Personal Narratives	Do you enjoy keeping a diary or sharing stories with friends? Do you wish you had more time to reflect on your own life experiences? In this class, we will investigate various aspects of self, including factors of identity, values, life stages, and relationships. We will locate our experiences in a larger social context. You will have the opportunity to compose four short autobiographical stories. At the end of the quarter, you will use your investigative skills to help someone you know write a personal narrative of their own. Throughout the quarter, you will receive a lot of support through peer review, one-on-one conferences with Kristina, and in-class writing time. We will also be reading a variety of published autobiographical work for inspiration.
Writing Stories for Children Service Learning	122-140 In this service learning class we will read and evaluate children's stories in preparation for final products....original stories! The first part of the class involves getting to know particular children through inerviews, then (in collaboration with art students) tailoring a story to fit a child. These stories will then be illustrated by art students. Expectations include reading aloud, studying text, exploring child development/age appropriate themes, interacting with children, developing original stories, layout, computer work, and participation in class activities. Collaboration with art students is required. This class is a fun way to strengthen writing and revision skills.
Writing Without Fear	Even for professional writers, writing is a difficult task. When we write, we think - and when we share our writing, we share something of ourselves, too. If you have fears, phobias or blocks about writing, try breaking through them in this class. The approach is a mixture of right-brain and relaxation excercises; direction instruction in grammar and usage; short pieces; and longer work of your own choice.
Zine Scene - Part I	The History of Independent Publications. As an introduction to the community of zine writers, this course will focus on the socio-political history of independent, underground, dissident, and radical publications. We will start with early Revolutionary War documentation and make our way to contemporary radical, soft-anarchist zines. There’s a lot of ground to cover in between though, so all students must be ready and willing to read and respond to a lot of history each and every day. Several fieldtrips to the Wisconsin Historical Society are planned to view primary documentation in their archives. Be prepared to have strong, on-going discussions about censorship issues. It is recommended that all students interested in taking the Zine Scene Part II class next quarter take this course as a foundation for personal writing projects.
Zines - Part II	This course is designed to confront the frustration many of us have with how corporate entities and dominant cultural systems control the mainstream media and publishing industry. Zines are a form of independent publication that allows the marginalized voice to be heard. Throughout the quarter, we will: 1) read and critically review historical and contemporary examples of the zine form; 2) develop assessment and review skills through a class community standard; 3) explore and develop our own writing ideas and skills by creating complete individual zine publications; and 4) work as a class cooperative to plan, thematically organize, lay out, and produce a collective zine publication. Students must challenge themselves to be highly focused in class and motivated to read, write, and think creatively and cooperatively.