This seminar helps parents and educators become more effective readers and literature teachers by giving them a skeleton key – a proven, universal reading and teaching method that unlocks the secrets of every story ever written. Building on the idea that all stories share context, structure, and style, seminar sessions teach educators how to identify these elements in any story to discover its prevailing themes. Inspiring lectures and demonstrations by Adam Andrews present and model a Socratic teaching format that is both repeatable and powerful to produce thoughtful conversations about any story.
Lessons include live readings and Socratic discussions of stories by Mark Twain, Rudyard Kipling, Leo Tolstoy, Beatrix Potter, and more. An included syllabus notebook contains necessary course materials and everything the teacher needs to conduct powerful literary discussions, including CenterForLit’s exclusive Socratic List, 173-questions that facilitate easy conversations and that simplify your lesson preparations. Questions on the list are arranged according to the story elements and move from elementary questions of identification to more advanced questions of interpretation. Properly employed, this list can: help teachers foster analytical thinking, engage their students in important discussions of ideas, and prove a rich resource for the creation of essay prompts.
Click here to preview the syllabus.
Would you prefer streaming video to DVDs? Check out our Digital Edition of Teaching the Classics!
What’s Included
- Eight one-hour DVD presentations by Adam Andrews
- A 120-page syllabus notebook with complete teacher resources
- Full texts of all stories used in the seminar
- Our exclusive Socratic list of 173 discussion questions, applicable to any story
- In-depth essays on Conflict, Plot, Setting, Characters, Theme, and Context
- Annotated reading lists for students of all ages
- Reproducible story charts for classroom use
- A scope and sequence model
- A daily lesson plan model
- Glossary of literary devices
- Suggestions for writing assignments
- Video FAQ session with Adam Andrews
Product Details
Running time: 7 hours 38 minutes
Syllabus page count: 120
Digital Edition
A streaming version of Teaching the Classics with a downloadable, PDF version of the syllabus is available as a benefit of Premium Pelican Society membership.
Our Philosophy of Literature
“Literary Analysis” is an unfortunate term in some respects. First, it sounds technical and complicated, and evokes images of scientific dissection, as if a story were being torn apart and impersonally scrutinized under a microscope.
We don’t mean any of those things by the term, but until we think of a better phrase, we use this one in our own peculiar way.
To analyze something is to examine it closely so that you can understand it. When applied to literature, this simply means reading carefully to find out what the author is trying to say. The trouble is that “reading carefully” is easier said than done, especially for the novice reader.
Here’s where “analysis” comes in. Honest literary analysis simply recognizes and observes the structural elements that make up any story — things like exposition, rising action, climax, denouement, and conclusion — in effort to see how an author weaves them together to emphasize his main ideas. This process can dramatically deepen our understanding of an author’s book, thereby deepening our appreciation and enjoyment of the story. After all, who can fully enjoy what he doesn’t understand?
This doesn’t mean we will ever come to the end of our understanding of a book. Because literature is linguistic art and language is associative, readers must apply their own experience to understand an author’s themes. Understanding is a process that begs conversation, and indeed the field of literature comprises a vast community of readers and scholars who have chimed in to offer their own perspective about what individual authors might have been saying through their unique literary works. Their scholarly interpretive efforts, which comprise the best portion of the field of literary criticism, explain from their unique position as readers the ideas they understand an author to express through a given work of literature.
The associative nature of language, however, suggests that speaking and listening alike are challenging propositions. It is as hard to say exactly what you mean as it is hard to understand another’s meaning. This inherent difficulty only intensifies the importance of teaching students to read and think carefully to arrive at an honest interpretation of an author’s story.
There is danger in refusing to understand an author on his own terms: we may speak over him and come away touting our own opinions instead of engaging with his. As C.S. Lewis says in An Experiment in Criticism, this kind of reading fails to expand our experience or understanding — fails to deliver us from the isolation of the self. When we read to “make something” of the stories we encounter, we strip mine them for propaganda and meet only ourselves continually. In the same way that paying close attention to a neighbor during a friendly conversation requires effort of the listener, reading carefully to uncover an author’s implicit meaning requires concentration and patient scholarship. The truth is, literary analysis is neither impersonal, technical, nor complicated. Good reading, like good listening, considers the other and entertains his thoughts charitably and thoughtfully. Though this kind of reading can be demanding, its rewards prove well worth the effort.
FAQs
Q. Who should take this course?
A. Parents and teachers of students at any grade level, K-12. Older students may also enjoy following along.
Q. Is this a curriculum?
A. No. Teaching the Classics is a pedagogical method that can be applied to discussing any work of fiction.
Q. How is the second edition of Teaching the Classics different from first?
A. CenterForLit re-filmed Teaching the Classics in 2016. We also redesigned, revised, and expanded the syllabus notebook. The second edition now includes the following features:
- Eight one-hour DVD sessions featuring 2+ hours of additional content:
- Line-by-line explanations of each question on the Socratic List
- Extended discussions of teaching philosophy and techniques
- Additional tips for teachers on lesson planning and scope & sequence development
- A live “FAQ” discussion addressing common teacher questions
- Live readings of classic stories with first edition illustrations by the original artists
- A 120-page syllabus notebook featuring 25 pages of additional content:
- Expanded discussion notes for each DVD session
- A reorganized Socratic List of discussion questions
- A revised bibliography of recommended books for students of all ages
- Expanded lists of literary devices, terms, and definitions
- Links to new supplemental resources designed for the Teaching the Classics method
IMPORTANT NOTE: Teaching the Classics, Second Edition (2017) presents the same tried and true method for reading and discussing literature that has been helping parents and teachers since 2004. Though the presentation has been significantly updated since 2001, seminar alumni investigating the new edition will find the essential techniques unchanged.
Pelican Society Discount: Members of the Pelican Society receive 10% off this item, plus ongoing product support and a host of additional resources, all for only $9 per month. Click here to log in or join!
What our customers are saying:
“This is such an enlightening course. I feel cheated in my education never to have experienced literature this way. Thank you is not a big enough sentiment—my gratitude runs much deeper!”
Renee in Texas

“Adam makes a difficult concept as easy as following a recipe. Thank you for helping me succeed as a teacher.”
Nancy in California

“After watching your DVDs, my kids and I started with picture books. Then I decided to tackle Great Expectations. My kids loved talking about the setting, the characters, the plot, the conflict, and the theme. We are looking forward to more classics next year. All I can say is thank you!”
Mary in Ohio

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