Lightning Lit & Comp Courses - High School Level

The curriculum builds substantial literary and cultural knowledge through period-specific courses and author studies. Courses are organized chronologically and thematically to develop deep understanding of literary movements and historical contexts.

Courses target 'specific types of literature' by period (Early-Mid 19th Century British Literature, etc.), include author biographies, cultural background, and the reviewer notes the 'coherence' of courses like British Literature that connect authors and historical contexts

The curriculum uses appropriately complex, grade-level texts including classic literature like Pride and Prejudice, Hamlet, and Frankenstein. The works selected are college-preparatory level.

Examples include 'Pride and Prejudice, Ivanhoe, Frankenstein, and Jane Eyre' and Shakespeare plays like 'Julius Caesar, Hamlet, Macbeth, and King Lear,' described as 'college-prep courses'

The curriculum provides structured composition instruction with clear expectations for essay writing tied to literary analysis. Students write multiple papers per course with varying lengths and purposes.

Subtitle emphasizes 'Acquiring College Level Composition Skills,' students write 'two papers for each book-length work and one paper for each shorter literary work,' with instruction on 'how to write the essays required'

The curriculum strongly emphasizes whole books, with students reading four unabridged books or plays per course. This approach is supplemented with shorter works like poems and essays included in student guides.

Review states courses 'use real books as the starting place' and students 'read four unabridged books or plays' per course, with the reviewer noting 'the value of reading complete books'

Teacher guides provide basic support with grading materials and answer keys, but do not include comprehensive professional development or detailed instructional guidance.

Teacher guides 'explain the course, provide grading tips and checklists, have reproducible grading templates, and have answers' but 'do not include the actual lesson material'

The curriculum provides some direct instruction through 'Literary Lessons' but is primarily designed for independent student work. Teacher guidance appears limited compared to more structured programs.

Review states 'Literary Lessons are where most direct instruction takes place' and 'courses are designed for students to work independently,' with teacher guides providing 'grading tips' rather than detailed lesson plans

The curriculum includes comprehension questions that require students to recall and apply their reading, but systematic retrieval practice and spaced review are not evident.

Students 'write answers to comprehension questions' and engage with 'discussion questions,' but no mention of systematic review or retrieval practice methods

The curriculum includes vocabulary development through optional vocabulary notebooks. However, systematic vocabulary instruction does not appear to be a central component.

Review mentions students 'might create a vocabulary notebook' as one of the optional activities, but no systematic vocabulary instruction is described

This criterion is not applicable to high school level curriculum. The program is designed for grades 9-12 where phonics instruction is not expected.

Curriculum is specifically for 'grades nine through twelve' and focuses on 'college-prep' level literary analysis and composition