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Found 3 results

  1. I am hoping this board can provide some guidance for me. I'm teaching a high school level British Literature co-op class this coming fall. It will be my first time teaching high school level other than to my own children. I do have my degree in English, not that necessarily matters. I have marked the class for Juniors and Seniors, although in this particular co-op, any high school level can register. I know that as of this point most of the kids enrolled are incoming freshmen. I am planning on making it a broad survey course, and some of the texts I plan on using include Seamus Heaney's Beowulf, selected tales of Chaucer's Canterbury Tales (prologue in the Middle English, and a modern verse translation for the tales), Mary Shelley's Frankenstein, Shakespeare's Macbeth, and several short stories and poems as time permits. The scope of the class will be literary analysis with some papers written, but it is not an honors course (I wasn't feeling ambitious enough at this stage to increase the level to that mark). I am having difficulties with the Canterbury Tales. I read them as a high school senior myself, but many of the tales are rather risque, and I am wondering how others who have taught the course to younger high school students have dealt with the material. I should clarify that the co-op is very Christian in its focus. I, myself, would have tackled some of the more salacious tales with my son, because I feel that they are relevant to the understanding of human "frailty," but I know for a fact that some of the parents will not want their children encountering some of the tales. Tentatively I've scheduled the Knight's Tale, and the Wife of Bath's Tale, and am definitely excluding the Miller's Tale. None of these stories is exactly "pure," but isn't that how life is much of the time? Ultimately the course materials are up to my discretion, but I want to be sensitive to parents' concerns while still reading, discussing, and analyzing this wonderful collection. I really don't want to skip it; it's just too important! So, has anyone got any experience in discussing this book with younger high school students? I really don't want to go with a sanitized version. How did you teach it? What tales did you cover?
  2. http://vereloqui.blo...elites-are.html Above is a link to an article that stresses an interesting reason for teaching grammar. Lots of Christian content, so beware if you are opposed to reading any. Whaddya say? I, for one, am so glad that me and my kids have studied grammar so intensively!
  3. I want to help my almost 11 year-old learn how to spend time with God, cultivating her prayer life through journaling, reading the Word, etc. I've browsed online but a lot of the books don't have samples or even reviews, so I'm hoping to get your recommendations. It's important to me that this is not a "character building" book nor a devotional book of stories, but a tool for building a personal relationship with God. When I was young, my mom worked at a Christian bookstore and she gave me what I think was called Quiet Time Notebook by Becky Tirabassi, which I enjoyed using and it helped lay a foundation for my time alone with God, which although I haven't been totally consistent with that throughout my life, and the "format" is fluid/changing depending on the season of life, at least gave me the idea for that time and how it could be structured so that it had the potential to be rich and meaningful, developing intimacy with the Lord. Unfortunately that particular resource is no longer available - I'm going to look at Tirabassi's other works, but most of them look geared toward adults.
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