Working Draft: Classic Literature for the 21st Century

Genre 1: The Proposal

District: Poudre School District

School: Fossil Ridge High School

Good afternoon.

Each year, we debate which books should be included in the high school curriculum. And each year, many of the same “classic” novels make an appearance on these lists. Many of these recurring titles have withstood the test of time because of their notable literary credentials, over-arching themes, or impact on old and young generations. However, these same titles fail to captivate the interest of students and many of them lack a connection to students’ personal lives. In order to foster students’ love for reading and writing, we should take it upon ourselves to introduce books that are current, relevant, and useful.

When we wonder why students lose their passion for reading and writing, we should look no further than our own curriculums. The same books that appear in the curriculum, year after year, are important landmarks in literature. But, not all high school students will see the value in great literary masterpieces. Instead, they see the value in teachings that can be extended beyond the classroom and that have relevance in their everyday lives. This is exemplified through the lasting success and impact of the four-year Rachel’s Challenge program on students and faculty members at Fossil Ridge High School.

Rachel’s Challenge educates students to embrace themselves, support each other, and teaches that each person is connected through shared experience. It focuses on the value of kindness, positive thinking, and the power of starting a chain reaction. This program puts emphasis on student and faculty members’ social and emotional wellbeing. It is an immersive experience that follows each individual throughout their four-year high school career, and creates a lasting impact long after graduation.

As mentioned on the Poudre School District website, “Coursework in PSD not only addresses the standards specific to each subject area, but also looks to find connections between the subject matter.” Tying the lasting impact and success of Rachel’s Challenge to a modern literary classic can reinvigorate students’ desire to learn.

The Secret, a book written by Rhonda Byrne, is a New York Times Bestseller for over 200 weeks and counting, with 28 million copies in print worldwide. It has been on the New York Times bestsellers list, has been translated into 52 world languages, and has received praise and recognition from Oprah. It focuses on the power of thoughts to change the course of one’s life. Like Rachel’s Challenge, The Secret capitalizes on positive thinking and the fact that humans are all connected. Published in 2006, this book is a current, relevant text that engages and informs modern readers.

In addition to its connection with Fossil Ridge’s Rachel Challenge program, The Secret also connects to the teachings of The Alchemist. The Alchemist is a beloved literary classic that follows Santiago, a shepherd boy in search of discovering and fulfilling his purpose in life. Like The Secret, it has been translated into 67 languages, sold more than 65 million copies, and has become on of the best-selling books in history.

In The Alchemist, a crystal merchant tells Santiago that they must “’cleanse our minds of negative thoughts’” (Coehlo 49). This idea is reinforced in The Secret, “Just the simple process of letting go of negative thoughts will allow your natural state of health to emerge within you” (Byrne 134). Using a relevant text that can be applied to students’ true life experiences will resonate longer than the teachings of traditional curriculum-approved texts.

Both The Alchemist and The Secret incorporate positive messages about love, happiness, ambition, and positive thinking. The Secret is a modern-day version of The Alchemist, but it has a more personal approach. Instead of following Santiago’s journey through the desert on a quest to find his Personal Legend, students have the opportunity to learn that, “One chooses to live in possibility and hopefulness, focusing on all the reasons why she should be joyful and grateful” (Byrne 132). These positive messages can have utility in students’ lives, providing positive reinforcement when their personal lives are often plagued with stress and negativity. Furthermore, encouraging students to get in touch with their thoughts can help them become more engaged readers and more reflexive writers.

Through the incorporation of a modern literary text, like The Secret, into the PSD high school curriculum, we can provide meaningful connections to Rachel’s Challenge, expand valuable literary traditions, promote engaging discussions, and reinforce life lessons that extend beyond the classroom. Mental health, bullying awareness, and acceptance continue to resonate within the Fossil Ridge community. And as mentioned on the PSD website, Poudre School District instruction is meant to “prepare students to meet the needs of the ever-changing world that will await them upon graduation.” In order to prepare students for the real world, we should be teaching them lessons that can be applied beyond the reach of symbol-tracking and counting literary devices.  

We don’t want students to rely on resources like Sparknotes to gather bare bones facts about a literary classic. We want students to learn. We want students to be engaged. We want students to take something from the classroom that can be used in their lives. And we want a curriculum that generates discussion, fosters learning and personal development, and that connects to other aspects of the student experience. If our goal is to provide students with a comprehensive education that is current, relevant, and useful, perhaps we should be asking ourselves a few questions: How can we cultivate students’ passion for reading and writing? How can the teachings of a novel extend beyond the classroom? How can the selection of a contemporary novel prepare students for their life after graduation?

And lastly: What is the value of selecting a novel that connects to the Fossil Ridge student experience, promotes positive thinking, encourages reflexivity, and reflects the goals of the Poudre School District literature curriculum?

Genre 2: Class Flyer/Poster



Genre 3: Reflection

Last night I got done with my biology class at 6:50PM in Sturm and got a text from a friend to join her for Panhellenic study hours in the library. Having a lot to do, and already walking toward that end of campus, I reluctantly agreed to join her. 

During my time at the library, I posted videos and pictures on snapchat, got coffee, and took the opportunity to say hi to anybody I knew as they passed by. I did yoga, looked up vampire bats, texted friends, got coffee, filled up my water bottle, went to the bathroom, and ate Scooby doo fruit snacks. However, I did not compose a single word of an essay and I did not read a single page of my homework while I was there. 

To be completely honest, I was in the library earlier in the day too, and I did get some homework done. But I also took a nap in one of the study rooms and spent some quality time in the café. 

So much of writing is finding a reason to write, finding a good time to write, and a good place. I couldn’t get anything done when I was surrounded by distractions (real or imaginary), because the library is, in theory, the best place to get work done on a college campus. 

I got back to my dorm room, kicked off my shoes, made myself my third cup of coffee for the day and leaned back on my Stormtrooper pillow to finally get some work done.  

The moral of the story is that you can be given all of the tools to be successful: motivated friends, resources and materials, and a quiet, comfortable atmosphere. But if you don’t want to read or write, you still will. 

You’ll post on social media, write lists, read signs and posters, and interact with people around you. You are constantly having experiences, being observant of your surroundings, and contributing as a member of a larger group of society.

I don’t think being a writer means sitting down for x hours x many days a week and composing x number of pages. I don’t think it means being published, being recognized, or being considered “great.” 

Since the development of language and writing technologies, the process by which we communicate has evolved with the addition of increasingly advanced writing technologies. But whether these experiences are shared through oral storytelling, using a pen and paper, typed up on a word document, or sent using social media, each of these writing technologies helps us to make sense of the world, on both an individual and on a community level. 

Fiction writing isn’t even real. Published diaries are often never meant to be published. And textbooks aren’t attributed to a single author. Writing is not “one size fits all.”

We make sense of our lives by telling stories, and by trying to figure out who we are and how we relate to other people. New models of writing embody collaboration, peer review, feedback, and revision. As a result of the current age of collaboration, fan interaction, and advanced technology, it is easier, now than ever, to be a present member of our connected world. Reading and writing has drastically improved the way that we can pass information on to each new generation and has given us the ability to become creative and reflective individuals. 

While I was at the library, I did not get any work done, but I was still communicating and I was still composing. People tend to think of writing as doing academic assignments, filling out homework, or writing essays. Writing wasn’t invented for the sole purpose of quantifying a student’s understanding, or to test them on their knowledge of a topic. Writing wasn’t invented to be scrutinized, dissected, or deemed “good” or “bad.” Writing was invented to make communicating easier, to document events, and to give people the opportunity to connect with and understand each other. Writing is arguably one of the most human inventions ever created. 

The development of writing has allowed us to simultaneously construct and record history. And our ability to construct history has, in turn, has had a dramatic influence on the way that our writing processes and technologies have changed over time. Being a writer means interacting and reflecting. Being a writer means telling a story. And most importantly, being a writer means being alive.