Read four classic texts paired with their contemporary film counterparts to explore literary analysis while writing a paper for each text.
|Start / End Dates||September 5-December 18, 2022|
|Meetings||Thursdays at 11-11:45am Eastern|
|Class Size||3-10 Learners|
|Single Session||$350 Per Student*|
|*Sliding Fee Pricing|
NOTE: High School Literature: Classics and Film Adaptations 1 is NOT a prerequisite for this class. They simply cover different texts.
The literary “canon” is a subject of much debate — and it should be. What we decide to elevate to “must-read” status in order to be considered “educated” tells us a lot about the values we place on our society as well as which perspectives we privilege.
Join us in this class that takes canonical works and places them alongside contemporary film versions to open up conversations about the messages they send and their staying power in our pop culture.
Read Three Classic Works
In this class, we’re going to read three classic canonical works of literature — Cyrano de Bergerac by Edmond Rostand, Romeo and Juliet by William Shakespeare, and Emma by Jane Austen. We will also view their contemporary film adaptations — The Half of It, Romeo and Juliet, and Clueless.
We’ll focus on a different literary device as we write a paper for each set of texts.
Dig Deep and Gain Analysis Skills
During class discussion, we will not only examine the stories told in these works but also talk about how the idea of the canon has been disrupted and challenged in recent years.
In this way, students will both get familiarity with canonical works while questioning the assumptions used to create a canon in the first place. In addition, they’ll learn key literary analysis skills that will be translatable to a wide range of reading situations as well as learning to “read” film as literary text.
Most learners can expect to spend 5-7 hours per week (including the live meeting) working on class materials.
(This class will meet or exceed 60 hours of coursework to count as 0.5 credits of high school ELA).
Live Sessions Meet on Thursdays
Class is weekly from September 5-December 18, 2022 with a fall break from October 17-23. There is no meeting on Thursday, October 20. There are 13 total live meetings.
We’ll meet via Zoom for a live discussion session each Thursday at 11-11:45am Eastern/10-10:45am Central/9-9:45am Mountain/8-8:45am Pacific
If a learner cannot attend a session due to illness or a schedule conflict, they will still have access to all class materials and can check in with the instructor with any questions.
Assignments Open Each Week
In order to allow for learners and their families to have the flexibility they need, assignments open by Monday of each week and are due by the following Sunday. Learners can complete work at whatever time works best for them throughout the week.
Learners will be most successful in this class if they have the following skills/experiences:
- The ability to read around 150-200 pages a week at a high school level. (It’s okay to struggle with maintaining focus and note-taking. We’ll be working on those skills!)
- The ability to meet challenging texts with a sense of perseverance (these are not easy reads for most modern readers, and struggling with the texts is an accepted part of the experience).
- The ability to work independently on assignments between class meetings with focused time management.
- The ability to participate maturely in online discussions and disagree respectfully.
Finding the Right Challenge
This is a challenging class. It is among the most demanding in terms of time, reading expectations, and content.
Learners who are uncomfortable with lengthy reading assignments may find a better fit with a less demanding class.
Learners who are looking for a challenge to stretch strong reading skills and prepare for college-level literary analysis will find this class a good fit.
This class is designed with three main goals in mind:
- Introduce students to “canonical” literature that has a lasting, ongoing impact on contemporary culture
- Provide students with opportunities to question, analyze, and draw connections between classic and contemporary messaging in literature
- Encourage students to develop meaningful, personalized writing processes to express ideas about literature
Common Core Standards Alignment
For those who are using Common Core standards, this course meets the following:
- ELA-Literacy.RL.11-12.1- Use textual evidence to support analysis
- ELA-Literacy.RL.11-12.2- Analyze development of two or more themes over the course of a text; provide objective summary
- ELA-Literacy.RL.11-12.3- Analyze impact of author’s development choices
- ELA-Literacy.RL.11-12.4-Determine meaning of words and phrases in use
- ELA-Literacy.RL.11-12.5-Analyze author’s structural choices
- ELA-Literacy.RL.11-12.6-Analyze point of view through indirect statement
- ELA-Literacy.RL.11-12.7-Analyze multiple interpretations of a text
- ELA-Literacy.RL.11-12.10-Read and comprehend complex literature
Upon successful completion of class, instructor provides detailed exit letter suitable for inclusion in portfolio. Families may request numerical grade at beginning of class for a detailed course grade summary, but it is optional.
All students will receive individualized feedback on assignments.
My teaching philosophy very much focuses on starting with students’ strengths to build confidence and using them to work on improvements over time.
Feedback is tailored to each student’s individual needs and goals. I also encourage a lot of self-reflection and provide opportunities for students to directly communicate their challenges so that facing them with strategies becomes a normal part of the writing process.
Mature themes may appear in canonical texts. Families are encouraged to screen content in advance if they have concerns/sensitivities.
The films that we are watching are all rated PG-13 and may contain profanity, references to sex, alcohol, drugs, and other mature themes.
Every effort will be made to discuss mature content with respect, academic purpose, and contextual understanding.
To participate successfully in class, learners will need the following:
- Copies of the following books:
- Cyrano de Bergerac by Edmond Rostand
- Romeo and Juliet by William Shakespeare
- Emma by Jane Austen
(Note: There are many, many editions of these books. Any reputable publisher’s version is fine.)
- Access to the following movies:
- The Half of It (2020) (Currently streaming on Netflix)
- Romeo and Juliet (1996) (available for rent on many platforms)
- Clueless (1995) (Streaming on HBO Max or available for rent)
(Note: You don’t need access to the films for the entire duration of class, so you can rent or borrow them from the library for the times we need them.)
- Microphone and camera for in-class participation
- PDF Reader
- Zoom (free account)
- Learners will submit work through Google Drive (a Google (Gmail) account can be acquired for free)
Dr. Michelle Parrinello-Cason
Dr. Michelle Parrinello-Cason has a Ph.D. in English with an emphasis on rhetoric and composition. She has more than a decade of teaching experience including six years of full-time college experience
We have thoroughly enjoyed ancient history with Sam Matalone Cook and would love to continue following the history courses under her instruction. Michelle’s writing workshop was a welcomed addition to our semester and the ease of adding on a quick workshop to the semester was appreciated. I do wish that I could take classes, too. The great selection makes me jealous; Fairy Tales and Feminism would be so incredible to join in and to learn with Sam! And the LGBTQ+ history and US courses! Blair’s enthusiasm for science comes across strongly and is encouraging for the young learners. So many great classes- so little time.
Sheila and Elisa
So many great classes- so little time.
My Zoom-averse daughter looked forward to the weekly online meetings. Michelle does such a wonderful job at speaking with young people and guiding discussions. My daughter was motivated to work hard on her assignments and has asked to take another class from Michelle. E.F.P.
Michelle does such a wonderful job at speaking with young people and guiding discussionsTeacher: Michelle Parrinello-Cason
I really appreciated your enthusiasm, support, and kind words in your video feedback messages to him. That goes a long way! [Learner] is going to a brick and mortar school next year for the first time since fourth grade. We submitted the two papers he wrote in your class to the high school he applied to go to next year, and they recommended he start in Advanced English! Woohoo! Jill G.
We submitted the two papers he wrote in your class to the high school he applied to go to next year, and they recommended he start in Advanced English!Teacher: Michelle Parrinello-Cason
The video lectures were clear and packed full of helpful and important writing lessons. The video and written feedback was clearly personalized, very detailed, and extremely beneficial for my learner. Michelle truly demonstrates compassion and expertise in her classes! Kristi R.
Michelle truly demonstrates compassion and expertise in her classes!Teacher: Michelle Parrinello-Cason
I only wish we had found Michelle sooner! I’ve been homeschooling my son off and on for years. Writing is very challenging for him and it is so difficult to take feedback from a parent. I have begged so many of his teachers to please offer direct, concise, written feedback and give him the opportunity to revise. I knew this would be the only way he could improve. This class was everything I’ve been asking for for years…..except I didn’t have to ask! It is designed this way and it worked brilliantly! My son gets to attend an adventure school in the fall, but if we homeschool the following year, the first thing I will do is sign him up for whatever Michelle is teaching. E.F.P.
I only wish we had found Michelle sooner!Teacher: Michelle Parrinello-Cason
I really appreciate how organized the class was, how clear the expectations and guidelines were and how professional and encouraging the feedback delivery was. Darcey
I really appreciate how organized the class wasTeacher: Michelle Parrinello-Cason
I just want to take a few minutes to send a huge thank you for the way you deliver (have delivered) feedback to [Learner]. He tends to put a lot of pressure on himself and doesn’t often take feedback or constructive criticism well. You have managed to give him a boost of confidence and an opportunity to look inward to appreciate feedback from others. I’m so glad we found you! This experience is exactly what I hoped for in our homeschooling journey! Karen
I’m so glad we found you! This experience is exactly what I hoped for in our homeschooling journey!Teacher: Michelle Parrinello-Cason
He was so invigorated and excited after today’s meeting. It awakens something in him he craves and can only get from discussions like the one today. Bevin Early
He was so invigorated and excited after today’s meeting.Teacher: Michelle Parrinello-Cason
I especially enjoyed the final project for this class, which was something I had never tried before, using creative writing as a way to debate philosophy and contrasting view points. It was quite a bit challenging, ultimately leaving me satisfied with the ending result.
I used creative writing as a way to debate philosophy and contrasting view pointsTeacher: Michelle Parrinello-Cason
For us, this is “authentic learning.” We discussed how community college classes and other virtual online high school classes might be accredited and “weigh” a lot in terms of grades and credits, but SEA Online Classes is where her mind and creativity are challenged and inspired. I’d like to emphasize the part about creativity. She felt invited to engage creatively. SEA Online classes are where the love of learning happens.