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British Literature 12th Grade Syllabus – Turner County High SchoolCourse Title: British Literature Course Description: This course is required of all students. Prerequisites are 9th Grade Literature and Composition, 10th Grade World Literature and Composition, and American Literature 11th grade. Focusing on a study of British Literature, the student develops an understanding of chronological context and the relevance of period structures in British literature. The student develops an understanding or the ways the period of a work of literature affects its structure and how the chronology of a work of literature affects its meaning Required course (1 credit / full year)Teacher Introduction:??Millie PuckettArtium Baccalaureus AB Morehead State UniversityMajor – Speech Communications-Mass. Com-TheatreMinors –EnglishM.A. Miami (Ohio) UniversityMajor- RhetoricMinor – Organizational CommunicationsM.A. Northern Kentucky UniversityMajor- Secondary EducationEmphasis- EnglishCollege Board Certified in AP Language and AP LiteratureGifted Endorsement Course Agenda and Direction:?? ?Content Standards to be covered – Common Core Georgia Performance Standards. Primary Test Book is the British Tradition 9 Weeks Outline1st Nine Weeks READING FOCUS : Literary THEME: A Royal Mess: An Examination of the Lives, Scandals, and Impact of Britain’s Most Notorious and Noteworthy Kings and QueensEXTENDED TEXT FROM BRITISH LITERATURE: Macbeth by William Shakespeare SHORT TEXTS FROM BRITISH LITERATURE: Grendel, (excerpt chapter 2) by John Gardner—be advised of strong language; use your own discretion in choosing excerpts from this text. Beowulf, by anonymous (translation determined by school) The Seafarer by Burton Raffel When I was Fair and Young by Queen Elizabeth I His Love When He Had Obtained Her by Sir Walter Raleigh SHORT INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM BRITISH HISTORY: Holinshed’s Chronicles, Volume V: Scotland Robin Hood The Magna Carta Elizabeth I’s Speech to the Troops at Tilbury The Martyrdom of Thomas a` Becket,1170 History of the English Language SUPPLEMENTAL MATERIALS: How to conduct a TP-CASTT Approaches to Literature DVDBeowulf DVDWRITING FOCUS: InformativeThe Importance of Anglo Saxon Artifacts and the understanding of the literature of the period. 4-6 analyses Argumentative ELACC11-12W1, 4, 5, 6, 10Research connection Brief or sustained inquiries related to the texts or topics ELACC11-12W7, 8, 102-3 narratives Conveying experiences ELACC11-12W3, 4, 5, 6, 10Routine writing Notes, summaries, process journals, and short responses across all genres ELACC11-12W1, 2, 3, 9, 10NARRATIVE 1. After reading chapter 2 of the novel Grendel, think of a time when you have been misunderstood. Write a narrative about the incident, its outcomes, and the lesson(s) you learned as a result. Relate your own experience to that of Grendel citing textual evidence from the excerpt to support and develop your thesis. 2. Choose a scene from Macbeth and become one of the following—a maid, a knight, a foot soldier, a physician (or someone else you might like to “become”)who witnessed the events in that scene—and re-tell the story from your point of view. Although you may take poetic license in the re-telling, make sure that the scene and the context are both easily identifiable. ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres Summaries/note-taking Close readings—analysis of selected short texts TP-CASTT—analysis of selected poems Vocabulary journal Short response journal writings over designated pieces of text Examine the use of kennings in Beowulf for hyphenated words/phrases Analyze and discuss the evolution and history of the English language Compare the tone of Queen Elizabeth I’s poem to those of Sir Walter Raleigh Write a “Grendel/Beowulf” rap, comic strip, children’s story, etc. covering all the major events Write a brief explanation of Aristotle’s Theory of Tragedy and pull textual evidence from Macbeth as exemplars Possible Extended Activities: Write a parody of one of Sir Walter Raleigh’s poems Quote Journal for Macbeth Annotated bibliographies 1. Informational: Read excerpts from Beowulf and Grendel and analyze the effect point of view has on narration. Make sure you explain point of view in terms of both its literary purpose and its importance in shaping an author’s style choices. Incorporate cited textural evidence from both literary and informational text as needed to develop and support your explanation. 2. Argumentation/opinion: Read and analyze Plato’s The Allegory of the Cave. Choose a modern day situation that you believe best represents the “Allegory” and create a visual/audio presentation that supports your opinion. Make sure that your audience can make clear connections between Plato and your representation. The presentation should include allusions to Plato’s “Allegory” and its major themes. NO POWERPOINT. You should ensure that all still images, video clips, and music underscore your argument and develop your overall message. 3. Argumentative/opinion: The Magna Carta is “widely viewed as one of the most important legal documents in the history of democracy” (). It was written in response to landowners who felt they were being unfairly subjugated by King John. Choose one of the following points-of-view (women, Jews, peasants) and argue the merits or shortcomings of the document as it relates to that particular group of people. Use textual evidence from The Magna Carta and other research to help develop and support your argument. 4. Argumentation/opinion: The Divine Right of Kings. Shakespeare would have been very familiar with the philosophy of “divine” rights. Choose one of the major characters in Macbeth whose actions you believe were influenced by Shakespeare’s knowledge of the philosophy. Write a well organized paper defending your opinion. Make sure that your argument is logical and contains textual evidence from both the tenets of The Divine Rights of Kings and the play. 5. Informational/explanatory: Examine the various critical approaches to literary analysis. In small groups choose one of the approaches and develop a visual that explains the theme “A Royal Mess” and shows an understanding of the approach. The visual should include connections between and among the various pieces of literature, the royal personages included in the unit, common themes and/or patterns discerned, causes/effects of the royals’ actions and the possible impacts that continue to shape our contemporary world. The visuals may include technology; however, creative students may present murals, collages, montages, skits, combinations of any and/or all of these. 2nd Nine WeeksREADING FOCUS : Informational THEME: The World as a Stage How Art Imitates LifeEXTENDED TEXT FROM BRITISH LITERATURE: Shakespeare: The World as Stage by Bill Bryson SHORT TEXTS FROM BRITISH LITERATURE: “All the World’s a Stage” by William Shakespeare (monologue from As You Like It) A Journal of the Plague Year by Daniel Defoe (available in Prentice Hall’s British Literature Textbook) from Utopia by Sir Thomas Moore (available in Prentice Hall’s British Literature Textbook) Select portions of Utopia: 18 by William Shakespeare 5. Sonnet 130 by William Shakespeare INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM BRITISH HISTORY: “To be or Not to be Shakespeare” by Doug Stewart Declaration of Reasonable Doubt by Derek Jacobi ’s Act of Uniformity, 1559 (secondary source), use excerpts to accompany the scenes from the film Chamberlain’s Men MATERIALS: Oxford English Dictionary: Poetry: “All the World’s a Stage” by William Shakespeare “On Monsieur’s Departure” by Elizabeth I Sonnet 29 by William Shakespeare 106 by William Shakespeare Art/Pictures: Chandros Portrait of Shakespeare Portrait of Shakespeare Bust at Holy Trinity Church in Stratford-upon-Avon River & Old London Bridge Elizabethan era London in London Old Globe: Globe: Swan Theater: Bill Bryson’s Biography of Reasonable Doubt by Derek Jacobi The Mystery of Shakespeare’s Identity by Jumana Farouky “Is This What Shakespeare Looked Like?” by Richard Lacayo Martin Luther’s biography o “Driven to Defiance” “The Reluctant Revolutionary” : Elizabeth (1998 Film) WRITING FOCUS: InformativeResearch Paper on the real William Shakespeare4-6 analyses Argumentative ELACC11-12W1, 4, 5, 6, 10Research connection Brief or sustained inquiries related to the texts or topics ELACC11-12W7, 8, 102-3 narratives Conveying experiences ELACC11-12W3, 4, 5, 6, 10Routine writing Notes, summaries, process journals, and short responses across all genres ELACC11-12W1, 2, 3, 9, 101. Informative/Explanatory: Art Imitating Life: It is often said that art imitates life. Use examples from Bryson’s book to show how the religious and political climates of England were evident in Shakespeare’s writing. Moreover, consider the issues of Queen Elizabeth’s successor and how Shakespeare’s plots often involved a monarch or an issue of succession. Finally, consider why Shakespeare may have chosen to include these elements in his plays. 2. Informative/Explanatory: Quote Me: How has William Shakespeare impacted the English language? For hundreds of years, people have speculated about Shakespeare’s impact on language. In fact, most people have no idea how often we say a word or phrase that was first coined by William Shakespeare. Write an informative/explanatory essay to show Shakespeare’s impact on modern day language. Using the Oxford Dictionary of Quotations, select three to five notable phrases to support your claim. Refer back to the text for further evidence. Be sure to include the work that the phrase is from as well as the date it was originally used. 3. Informative/Explanatory: Shakespeare’s Sonnets: Some of Shakespeare’s most famous lines can be found in his sonnets. Read Sonnets 18 and 130. Then, in a well-written essay, analyze the theme, speaker, and literary devices in each sonnet. Identify the problem in the sonnets and their resolutions. Use evidence from each sonnet as well as any support from Bryson’s novel, Shakespeare: The World as Stage. 4. Informative/Explanatory: Who is William Shakespeare? Students will work in groups to create a 7 -10 minute video that summarizes the life and works of William Shakespeare. Students should cover the following eras of his life: the early years, the lost years, the famous years, and his death. Include the authorship issue in the video. Provide the viewer with claims on both sides of the argument (those that favor Shakespeare as the author and those that cast a reasonable doubt on the authorship). Use Windows Movie Maker, iMovie, or another approved application to create the video. Students should make mention of and use evidence from Bill Bryson’s novel Shakespeare: The World as Stage. Create an engaging video with photos/images, a voice-over, and music. 3rd Nine WeeksREADING FOCUS : Literary THEME: Good and Evil in LiteratureEXTENDED TEXT FROM BRITISH LITERATURE: Frankenstein by Mary Shelley SHORT TEXTS FROM BRITISH LITERATURE: 1. Milton’s Paradise Lost (excerpts) 2. Lord of the Flies by William Golding (excerpts) 3. The Strange Case of Dr. Jekyll and Mr. Hyde by Robert L. Stevenson (excerpts) 4. Heart of Darkness by Joseph Conrad (excerpts) 5. Man Was Made to Mourn: A Dirge, 1785 poem by Robert Burns SHORT INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM BRITISH HISTORY: 1. Charles I of England 2. The execution of Charles I of England 3. Martin Luther and the Protestant Reformation 4. A Vindication of the Rights of Woman SUPPLEMENTAL MATERIALS: (Phillip Allingham’s Notes of Heroic Poetry: The Primary and Secondary Epic) (Paradise Lost—preview prior to sharing with students) ... Focus: Informative/Explanatory4-6 analyses Argumentative ELACC11-12W1, 4, 5, 6, 10Research connection Brief or sustained inquiries related to the texts or topics ELACC11-12W7, 8, 102-3 narratives Conveying experiences ELACC11-12W3, 4, 5, 6, 10Routine writing Notes, summaries, process journals, and short responses across all genres ELACC11-12W1, 2, 3, 9, 101. Epic poems often reflect “periods of upheaval, of struggle and adventure (Allingham ).” Research the historical context for Milton’s epic poem Paradise Lost. Explain how the poem reflects the “upheaval and struggle” of Milton’s England. Use textual evidence from your research and the poem to support your explanation. Be sure to cite your sources correctly within the essay and to include a Works Cited page if necessary. 2. Mary Shelley wrote Frankenstein during a time of industrialization, scientific discovery, and greater social awareness. One major theme that continues to keep the novel relevant today is the one that deals with the ethics of science and its role in a God-centered universe. Explain the theme in terms of contemporary medical ethics issues and support the statement that Frankenstein, the novel, continues to be relevant. Your essay should include cited textual evidence to support your thesis and assertions. 3. Research Sigmund Freud’s and Carl Jung’s views on the psychosis of evil and the human psyche. Using your knowledge obtained during your research, conduct a psychological analysis on one character or a group of characters in the novel Frankenstein and write a psychological criticism. Make sure your essay explains Freud’s and Jung’s views and uses textual evidence to support any assertions. 4. According to Saul McLeod the nature vs. nurture “debate within psychology is concerned with the extent to which particular aspects of behavior are a product of either inherited (i.e. genetic) or acquired (i.e. learned) characteristics (). Choose either the nature or the nurture school of thought and write an essay in support of your choice. Use textual evidence from at least three (3) of the literary texts included in this unit and three (3) informational texts to support your arguments and assertions. This essay must include a Works Cited page. 5. Choose one of the Frankenstein themes you traced during your reading of the novel. Develop a thesis statement based on the theme and write an informational/explanatory essay over the theme. Remember you must cite textual evidence in support of your assertions. 6. Research the universal theme good vs. evil as it relates to British literature and write a well-developed informational/explanatory essay over the topic. Make sure you cite textual evidence to support all assertions. NARRATIVE/RESEARCH/ROUTINE WRITING NARRATIVE 1. Write about a time you have tried to change a rule or correct an injustice. Make sure your narrative gives enough background information for the reader to become empathetic with your plight. In your narrative, use dialogue to express your arguments and the responses. Make sure you correctly punctuate your dialogue. 2. One major theme in Frankenstein is alienation. The monster felt completely alienated, alone, and misunderstood. Think of a time in your life when you may have experienced any one, or all, of these feelings and write about it. Make sure to include in your narrative the approach you took in handling the situation and what lesson you would like to share with readers. Remember not to “tell” us your story but write in such a way as to make us empathize with you and experience some of what you were feeling. 4th Nine WeeksREADING FOCUS: INFORMATIVETHEME: The Language of Our LivesEXTENDED TEXT FROM BRITISH LITERATURE: The Professor and the Madman by Simon Winchester SHORT TEXTS FROM BRITISH LITERATURE: “Jabberwocky” by Lewis Carroll, poem “A Beautiful Young Nymph Going to Bed” by Jonathan Swift, poem “Strephon and Chloe” by Jonathan Swift, poem “The Rocking-Horse Winner” by D.H. Lawrence, short story TEXTS FROM AMERICAN LITERATURE: “The Man of the Crowd” by Edgar Allan Poe, short story “The Swimmer” by John Cheever, short story “Rip Van Winkle” by Washington Irving, short story “The Mutability of Literature” by Washington Irving, short story from Everything is Illuminated by Jonathan Safran Foer (Pp. 1-4) INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM BRITISH HISTORY: “Five Events that Shaped the History of English,” blog by Philip Durkin, Principal Etymologist at the Oxford English Dictionary A Dictionary of the English Language by Samuel Johnson, “The Joy of Sesquipedalians” from Ex Libris by Anne Fadiman,, essay The entire essay is not available online, but most of it can be read at h5BYHEjrAmRbb4RJGI&hl=en&sa=X&ei=FFh7T5SzMpGa8gTW87D3BA&ved=0CFsQ6AEwBw#v=onepage&q=anne%20fadiman%20%22the%20joy%20of%20sesquipedalians%22&f=false“OED will not be printed again” by Alastair Jamieson, news article SUPPLEMENTAL MATERIALS: Oxford Dictionaries online Articles for the history of the English language activity “History of English” Great Melting Pot of Language “The Origin and History of the English Language” Chronology of Events in the history of English Brief History of the English language A Concise history History of the English language, University of Toronto Lists of words recently added to the OED for the 1st writing assessment /public/update0912/december-2009-update#new FOCUS: Argumentative 4-6 analyses Argumentative ELACC11-12W1, 4, 5, 6, 10Research connection Brief or sustained inquiries related to the texts or topics ELACC11-12W7, 8, 102-3 narratives Conveying experiences ELACC11-12W3, 4, 5, 6, 10Routine writing Notes, summaries, process journals, and short responses across all genres ELACC11-12W1, 2, 3, 9, 101. Argumentative: What’s in a word? Review new words added to the OED in the past few years. Select at least 3 words, define them, find quotes that use them in context (citing sources), and argue whether or not they should have been added to the dictionary. Your thesis and conclusion should argue what the ultimate goal of a dictionary should be. Is it a collection of every word and phrase every used or a guide to the best and most respectable words in the language? (links to word lists in supplemental materials) 2. Argumentative: Should English be fixed or fluid? In chapter 4 of the Professor and the Madman, Winchester mentions the debate over whether the English language should be fixed like the French language, or if it should be fluid, meaning that new words and new senses of words can freely enter the language. After reviewing each of the arguments, pick a side and present it in this essay. Use evidence from the text and at least 2 outside sources to support your claims. 3. Informative: What’s in a word? Visual Vocabulary Multimedia Presentation Return to the word that inspired your short story, or select a new word. Create a multimedia presentation to bring the word to life. The final presentation should be between 3-5 minutes in length and must contain: Definition from OED Part of speech Related words 6-8 quotes with sources cited o at least one quote should be from an audio clip o at least one quote should be from a video clip At least three images (or video clips) that illustrate its meaning An excerpt from your short story (if applicable) The presentation should begin and end with the definition to tie it all together 4. Argumentative/Literary Analysis: Writing assessment 4: compare the treatment of madness in 3 texts read during the unit Must define “madness” and related terms and demonstrate how examples from the text fit that description Analyze the treatment of madness and delusion in each text. Find examples of moments where the line between reality and illusion (or delusion) is blurred. Is it constructive, destructive, or both? Summarize each story read and include a discussion of theme. Compare the short stories read in the unit using the unifying theme of delusion and madness – is it constructive or destructive? (UP TO TWO ADDITIONAL ANALYSIS PROMPTS PER UNIT AT INSTRUCTOR DISCRETION) 5. Argumentative: Tragic or not tragic? Was the murder worth it? (Module 3) In the first chapter of The Professor and the Madman, Winchester makes the claim that the murder of George Merrett was not “wholly tragic.” What is he referring to and what evidence does he use to support his argument? Throughout the course of the text, does he fully prove his argument? In an essay, trace the evidence Winchester uses to support his claim, and analyze the logic and rhetoric of each assertion to ultimately decide the validity of his claim. 1. Reflection: Write a reflection on the class debate over the use of formal English. What was your opinion on the discussion questions before beginning this unit? What was your opinion before the debate? What was your opinion after the debate? Explain any changes in your opinion. If your opinion remained the same, explain why you think this is the case. 2. Narrative - Pick a word and write a story using it as a motif or part of a theme using The Professor and the Madman as a model. Instruct students to pick a word they are very interested in because this story will become part of a larger project. 1. Begin with the etymology and definition of the word in dictionary definition format. 2. Develop characters and use their dialogue and characterization to make connections to your source word. 3. Make sure you have a coherent structure. 4. Use vivid imagery to support your interpretation of the word. 5. The story must have a conclusion – no cliffhangers! Assessment Types: ? ?May include the following: announced quizzes, surprise quizzes, tests, quarterly exams, EOCT exams, and projects. On a daily basis, students should prepare as if they expect a surprise quiz over either the material just covered or the next lesson before it is covered in class. Take Home tests and quizzes may be offered for you may take with you.Grading Scale and Policy: Points shall be awarded for homework, cooperative leaning (group work), quizzes, tests, exams, and participation. Points earned shall be divided by points possible and then multiplied by 100 for each grading period. Points possible may arbitrarily lowered to establish a curve, at the discretion of the instructor. Letter grades will be used for reporting to parents/guardians for each marking period. Letter grades will be based on the board mandated scale: GRADING SCALE A = 90-100 B = 80-89 C = 70-79 F = Below 70 I = Incomplete GRADING WEIGHTS for calculation of quarterly grades Test = 40% Daily Grades = 40% Homework = 10% Work Ethic = 10%*It should be noted that attendance and participation in class are important and are counted as part of the points to be earned in a class. Standardized Testing Preparation: As a part of this course, significant effort will be directed towards the EOCT test. ProgressBook: You and your parents should monitor your grades regularly by accessing the online grade book. Materials: 3-ring binder, loose-leaf notebook paper, blue and black ink pens, #2 lead pencils, highlighters, USB flash drive, 3x5 index cards.Students need to establish a Gmail account, which is free. All major writing assignments must be electronically submitted.AFTER SCHOOL TUTORIALAcademic teachers will provide scheduled tutoring for all students for one hour per day, Monday-Thursday. Students who need extra help are encouraged to take advantage of this opportunity. ALL STUDENTS ASSIGNED TO ISS WILL BE REQUIRED TO ATTEND TUTORIALS FOR THE DAYS THEY ARE ASSIGNED TO ISS. After-school Tutorial runs from 3:30-4:30.MondayAll Math TeachersTuesdayAll Science TeachersWednesdayAll English TeachersThursdayAll Social Studies TeachersAttendance Policy: Make-up Work: If a student is absent (excused or unexcused), the student should approach his/her teachers before or after school to request make-up work for the days the student was out. If the absence was excused, the student can receive up to full credit for the work submitted. If the absence was unexcused, the student can receive a maximum of 70% on any make-up work submitted. All make-up work must be requested within three days of the student’s return to school. The student will be allowed the same number of days to complete and submit the make-up work as the student was absent (out three days, request work, due three days later).Contact Information:?? ?TCHS phone 229-567-4377, e-mail: mpuckett@turner.k12.ga.us planning time – 4th period. This syllabus is a tenative outline of this course and may be changed as deemed necessary by the instructor. ................
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