High School English Curricula
I am a strong advocate for fostering a safe classroom environment where students feel comfortable posing thought-provoking questions and making politically incorrect mistakes, facilitating a deeper understanding of themselves and the world. As a dedicated high school English teacher committed to social justice and inclusivity, I have developed curricula that link literacy to a profound comprehension of the institutional barriers silencing underserved populations globally.
My emphasis on critical thinking is evident in my college-level curricula, particularly in the creation of an Advanced Placement English and Composition course centered around literary critical theory. Despite the College Board’s tendency to rely on canonical literature and avoid controversial topics in prompts, I strived to prepare students for the AP exam while encouraging them to recognize underlying themes that authors employ to challenge the status quo.
In collaboration with the National Writing Project, I crafted an American Literature Curriculum challenging prevalent cultural myths on which the nation was founded. This thematic curriculum utilized fiction and non-fiction literature to draw parallels between the past and present, illustrating how systemic issues contribute to persisting injustices. Notably, this curriculum has been embraced by educators nationwide.
Through UW-Oshkosh, I taught a Writing 101 course to high school students, employing sociolinguistics thematically to help them understand how language both reflects and shapes society. The course structure emphasized the importance of a “standard” for languages while celebrating the diverse dialects and vernaculars present throughout the country.