I have the opportunity to develop a World Literature course for English II. It’s definitely something I feel there’s a need for, because the literature we typically have access to in our curriculum is heavily Anglocentric. To some degree, that makes sense, because, well, we’re studying English.
On the other hand, as Rudine Sims Bishop points out, different texts serve different purposes.
After our schools closed mid-March because of the virus, one of the assignments that I gave my students was creating their own blogs. Even though participation was not required, many students chose to try it out. It was interesting to notice what was similar and what was different in the choices they made. And it helped me to stay in touch with them and see how they were doing when I couldn’t actually see them every day.
The assignment was very open-ended; I provided a link to an article that discussed different blogging platforms, but I allowed students to choose which ones they wanted to use. Likewise, while I gave a list of possible topics and encouraged them to write about their experiences during the closure, I didn’t assign specific topics. This gave students a lot of freedom, but also provided some challenges.
There is definitely a part of me that threw an internal temper tantrum when we were asked to develop strategies for online instruction. I already have a course outline, thankyouverymuch. I knew what we were doing before spring break (research) and had new ideas I wanted to try out for the unit.
Then the plan was to punt that until after spring break and drop the mini-unit on Machiavelli’s The Prince, as that would give us the time we’d need to focus on research before moving into the memoir.
And then we found out we wouldn’t be going back at all.