Friday

You have a vocabulary quiz today.  After the quiz, I want you to outline the following characters on your blog. 

Shield Sheafson
Beow
Halfdane
Hrothgar
Beowulf
Hrothgar
Wealtheow
Heorogar
Hygelac
Ecgtheow
Unferth
Wulfgar
Brecca
Sigmund

Thursday

Today, we will review vocabulary words and Beowulf by playing charades. We will then look at the text of Beowulf (836 to 1069).

Finally, I would like you to outline the following characters (who they are and why they are important) on your blogs:

Shield Sheafson
Beow
Halfdane
Hrothgar
Beowulf
Hrothgar
Wealtheow
Heorogar
Hygelac
Ecgtheow
Unferth
Wulfgar
Brecca
Sigmund

Finally - here is an interesting article on the meaning or the dispute of Unferth's name: https://www.jstor.org/stable/437181?read-now=1&seq=6#page_scan_tab_contents 

 Note - some argue that Unferth's name means "mar the peace" or "not peace" but R.D. Fulk in the article above argues that this is not the meaning and that Unferth was and should be seen as a serious warrior.

Words

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

Wednesday

Today we are going to sign-up for Edpuzzle, discuss your dialectical journals, and lines 370 - 660, and then read 660 -835.

Note - homework, study vocabulary for the quiz on Friday, work on dialectical journals, and watch the edpuzzle video.

Tuesday

Today we are going to discuss your reading from last night, look over some dialectical journals, finish taking notes and read lines 370-661.

HOMEWORK: Watch the video below and create two more dialectical journals.

Monday

Today, we are going to discuss the quizzes you took on Friday, discuss the first 85 lines of Beowulf and then continue taking notes.

HW: Read lines 85-370.  Create a least two dialectical journals.

Here are some short clips from the movie Excalibur that can be related theme-wise to Beowulf (or at least the beginning of Beowulf):

Friday

Today we are going to take a quiz on Conchobhar and Branwen, discuss your homework and any problems you may have had, and then go over Beowulf assignment and take notes on Beowulf.  

HOMEWORK (HW): For Monday, read the first 85 lines of Beowulf and start your dialectical journal.  You should also watch the video below:

Unit Learning goal

Students will be able to write a series of short analysis papers looking at one book read during this unit in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

12. MEMORABLE QUOTE:  Choose and type out one quotation that you believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

In order to prepare you to write the above - you'll need to keep a dialectical journal of these that you find interesting.  If you don't know what a dialectical journal is - I'll explain:

Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.

The procedure is as follows:

1. Either in your textbook or in a spiral notebook and draw a line down the center of each page of the notebook or on your computer. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.

2. As you read, pay close attention to the text.

3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.

4. (Underneath - on your blog) WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.

Some links to previous student dialectical journals:
http://jennyaplit.blogspot.com/2018/10/the-english-patient-dialogue-journals_18.html

http://englishap12.blogspot.com/2011/
http://zoesapenglishliterature.blogspot.com/2013/10/
http://mapienglish11.blogspot.com/search?updated-max=2010-11-07T18:42:00-08:00&max-results=7&start=7&by-date=false

Requirements:

1) For Beowulf you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due. 

When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question

That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.



Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)

A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.  

Thursday

Today - we are going to review Vocabulary (you have a quiz next week); spend about 15-20 minutes working on the Branwen questions, and take some notes on Beowulf.


HW: Your Conchobhar/Branwen questions are due tomorrow before class begins!

Branwen

Today we are going to write sentences for the words of the day (peruse, mitigate), discuss the story, and finally work on group work - the questions below: 

6. 
   

Tuesday

Today - we will write sentences with words of the day (meticulous and officious) and read "Branwen, Daughter of Llyr".

There are a lot of characters in this story, so take notes and keep a list as we read.  We will be comparing this story to "Conchobhar" by characters, theme, symbols (and take a quiz on the two stories so beware).

Monday

Today we are going to look at the overview of Medieval Literature (you will need your textbooks), and then discuss the meaning behind "The Death of Conchobar". 

First, let's go over REMIND and write sentences for the first two words of your vocabulary.  These sentences should appear on your BLOGS.

Vocabulary # 1

Obsolete (POST SENTENCE USING THIS WORD)

Reprisal  (POST SENTENCE USING THIS WORD)
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

Friday

Today we will take some notes on Qualities of a Medieval King and Warrior Culture.  Then we will read "The Death of Conchobar".

As we read

1)    Keep track of all the characters that appear.  Who is the protagonist?  The antagonist(s)-- (think type of conflict).

2)    What is the main theme of the story (what is the author trying to say about life).

3)    List at least two symbols in the story.  Why are these important?

4)    Try to outline the plot.

After we read

1)    What is up with the ending?  Why is it important?  Is this a Christian story or a Pagan story?  What clues (evidence) help you determine this?

2)    What does the story tell us about life in Ireland during this time period? 

3)    What do you think about Conchobhar?  Is he a good king?  What is his personality like?

4)    What do you think about Cet?  Is he a good warrior?  What inferences can you make about him?

5)    What other warriors appear in the story? 

6)    Summarize this story.

Homework ACTIVITY (this is worth 20 points)

Rewrite the story in your own words and give your own telling of it.  This should be a script with characters (one of your characters can be a narrator).  Also read pages 22-33 in your textbook.

website

https://sites.google.com/a/skagwayschool.org/skagway-british-lit/

Syllabus

 British Literature 

Course Syllabus: 2019-2020

Instructor: Mr. Fielding

Phone: 612-0055

kfielding@skagwayschool.org

British Literature (English 12)

Course Description

Emphasis: British and World Literature, in-depth analysis of literature by ideas, themes and literary devices.

Align to the Common Core, British and World Literature, a writing and reading intensive course, integrates a variety of literary genres and informational reading with various writing techniques, speaking and writing projects, and the development of vocabulary and grammar skills appropriate to success in college.  It is designed to strengthen students’ comprehension of a wide range of reading materials found in high school and the world beyond, and to give students the opportunity to develop as a writer by introducing and incorporating many different writing strategies into the student’s own work.  The literary genres covered will include short stories, plays, poetry, and novels.  In non-fiction we will look at the structures of the personal essay, memoir, the analytical essay, and the persuasive essay.  The course will cover materials, in historical sequence, from the Anglo-Saxon period to contemporary works. Students will contrast the literary forms, stylistic techniques, and characteristics of the major literary periods. They not only analyze such devices as figurative language, imagery, speaker, and tone, they also relate the literature to the geographical, philosophical, political, religious, cultural, and social influences of those periods. A student who successfully completes British Literature is able to respond to works of great complexity and depth in an articulate and sophisticated manner.

Textbooks (some of all of the following): Holt McDougal: British Literature (anthology), Beowulf, The Canterbury Tales, Sir Gawain and the Green Knight, Hamlet, selections from Paradise Lost, selections from Gulliver's Travels, Great Expectations, 1984. 

JOURNALS/BLOGS

Students will be required to keep a blog throughout the year.  This blog will be your journal writing for the year.  In this blog/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytic writing. 

NOTE: I read every journal entry and you will lose points for skipping entries or not following directions.  If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade

Papers—25% of overall grade

Projects—20% of overall grade

Quizzes, class work, homework—20% of overall grade

Journals/Blogs—10% of overall grade

Scale:

100- 93 = A

92.49- 90 = A-

89.49- 87 = B+

86.49-83.00 = B

82.49- 80.00 = B-

79.49-77.00 = C+

76.49- 73 = C

72.49-70.00 = C-

69.49-67.00 = D+

66.49- 63.00 = D

62.49- 60 = D-

Below 60 = F

Late Work: Mark down 10% per day.  You are expected to turn in work on the deadlines due. 

Required Materials:

1 Pocket Folders (to keep handouts, note guides, returned work)

1 Binder with loose paper

Pens/Pencils
Highlighters

General Guidelines:

1. Be prepared when class begins.  It is imperative that all pencils are sharpened and materials are ready when the bell rings. 
2. Class discussions should be conducted in an orderly and respectful fashion. 
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.

Respect others and their property.  This respect extends to remaining quiet during announcements, directions, lectures, and presentations.  If you are talking someone else might not be able to hear.

UNIT I:

MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS

The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.

This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.

We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.

For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.


STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

HW: Look up vocabulary words.  

Hello!

Hello!  Welcome to British Literature.