Study Guide for FINAL

English 12: Study Guide for FINAL

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”
Hrolf Kraki
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, Revenge

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, Hrolf Kraki, Bodvar, Hott, Adils, Bera, Bjorn, Svipdag, Elk-Frodi, Helgi, Skuld, Elf Woman, Yrsa, Olof, and all the characters presented 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, Yuletide happenings

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 three poems – Battle of Muldon, The Seafarer, The Wanderer—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.

There will be an essay questions on this test.

Canterbury Characters

Jesse - Miller
Kaitlyn - Reeve
Kaylie - Nun's Priest
Bryce - Summoner
Monica - Wife of Bath
Sam - Pardoner's Tale
John - Doctor
JR - Clerk
Alexis - Squire
Devin - Friar

The Canterbury Tales

A framed collection of stories told by a group of pilgrims on their way to Canterbury. Let's look at an introduction

Themes:
Social Class and Convention
Corruption and Exploitation in the Church
Battle of the Sexes (or Old Men and Young Wives, or Who's in Charge?, or What makes a good spouse?)
Lies and Deceit
Courtly Love
What Makes a Good Story?

The are many "types" or "genres" of stories here:
Sermon
Romance Tale
Fabliau
Beast Tale
The Trickster Tricked Tale

Symbols:
Physiognomy
Clothes
Time of Year

The following are tales that you're need to know for the final:
Miller's Tale
Reeve's Tale
Nun's Priest's Tale
The Pardoner's Tale
The Wife of Bath's Tale
The Squire's Tale
The Summoner's Tale
The Clerk's Tale
The Merchant's Tale


Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story.

Sir Gawain FIT 4

Fit 4

1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?

Sir Gawain and the Green Knight

FIT 3

1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.

2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?

3) What is the climax of the book?

4) What does the girdle symbolize?

5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?

Sir Gawain and the Pentangle

Sir Gawain and the Green Knight: Chivalry
THE THIRTEEN RULES OF CHIVALRY KNOWN AS THE QUEST
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.

Compare the above to GAWAIN:


The poem describes Gawain's armor in detail. He carries a red shield that has a pentangle painted on its front. The pentangle is a token of truth. Each of the five points are linked and locked with the next, forming what is called the endless knot. The pentangle is a symbol that Gawain is faultless in his five senses, never found to fail in his five fingers, faithful to the five wounds that Christ received on the cross, strengthened by the five joys that the Virgin Mary had in Jesus (The Annunciation, Nativity, Resurrection, Ascension, and Assumption), and possesses brotherly love, pure mind and manners, and compassion most precious. The inside of the shield is adorned with an image of the Virgin Mary to make sure that Gawain never loses heart

The Pentangle
1. "Fiue wyttez" (five senses): may indicate that Gawain did not sin through sensual indulgence, but cf. "fyue wyttez" in 2193 (st. 88), where wyttez have most to do with intelligence, ability to understand a situation, etc.
2. "Fyue fyngres" (five fingers): no special significance is apparent here; may signify manual competence or physical strength. Some critics refer to the use in some devotional manuals of the image of the five-fingered hand.
3. "Fyue woundez" (Five Wounds of Christ): a typical subject of meditation; here Gawain's fealty (Borroff) or faith (Tolkien, Vantuono) is said to depend on them. The original afyaunce vpon folde 'trust upon earth/in the world' may be understood as "trustworthiness" if we see the outward-directed virtue as reflecting something inside Gawain.
4. "Fyue joyez" (Five Joys of Mary): a variable list, but usually Annunciation, Nativity, Resurrection, Ascension, Assumption; here Gawain's force (Borroff) or valour (Tolkien) or bravery (Vantuono) is said to derive from them (forsnes 'fortitude' in the original).
5. The "fyft fyue" are the social virtues (generosity, good fellowship, cleanness, courtesy, compassion).

Project Presentations for Renaissance Fair

Readers Theatre:

Beowulf - John, Kaylie, Jesse, J.R., Sam
Hrolf Kraki - Brandy, Kaitlyn, Alexis, Devin, Bryce

Requirements:

Length: 7-10 minutes
Script: Either a series of scenes or a reduced version
Characters: everyone should be at least one character. As a group you need to think about what characters are important for the story and who is playing who (you might want to play more than one character)
Keep most of the original language but you can add things in
Make it entertaining. Add Humor.
Personalities of characters: Think about personalities. How the characters and why?

Hrolf Kraki

Saga translates to "what is said". It is the recording of an oral story in prose. The saga usually starts with the ancestral background of the main character, usually starting with a grandfather or great-grandfather and briefly telling the relatives story and bringing the narrative quickly forward. For background info on Hrolf Kraki go here

1. Characters

Halfdane
Frodi
Helgi
Hroar
Signy
Regin
Vifil
Heid
Olaf
Yrsa
Hrok
Adils
Skuld
Berserkers
Svipdag
Svip (his advice to his son)
Bjalki
Bera:
Bjorn:
Bodvar Bjarki:
Drifa:
Elk-Frodi:
Haki:
Hakland:
Hardrefil:
Hjalti:
Hott:
Hjorvard:
Hring:
Hromund:
Hvit:
Skuld:
Storolf:
Vogg:
Vott:
Yrsa:

2. Explain how the following themes work and what characters can looked at as symbols of the theme:

Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
Loyalty:
Pride:
Man alone in a hostile world:

3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
5. Make a list of at least ten moments of magic in the book.
6. Who is your favorite character and why?
7. How is the Cult of Odin important to this book?
8. Compare Hrolf Kraki to Beowulf.

The Seafarer or The Wanderer Essay:

Choose one of the two poems to write an analytical essay. The prompts for each follow.

Seafarer

Choose one of the following and write an essay. You may use your poems and scripts. You will be graded in the following ways:

Thesis statement – 5 points
Order of Development – 5 points
Proof from text – 10 points
Explanation of proof – 10 points

CHOICES

1) The seafarer’s journey is a metaphorical for the state of exile which humans have due to the sin of Adam or Eve; or it is metaphorical for the passage through life the soul takes before it reaches heaven
2) The “Seafarer” is two voices (a dialogue) – the 1st half is a young seafarer, the 2nd half is an older man.
3) Two speeches – one pagan and one Christian written by two different authors.
4) One speaker who has voluntarily exiled himself for the love of God.
5) A Celtic elegy where an exile laments his misfortunes (in this turn – the exile could be due to things that have happened)
6) Interpret the imagery of sea and birds and discuss what it means in relation to the journey.
7) A meditation on life.


THE WANDERER

The short and fleeting period of life, the transitory nature of the world, often appears as a major theme in many works. Looking at symbols, motifs, diction, tone, imagery, write a well-developed essay in which you explore this theme in the Anglo-Saxon poem, “The Wanderer”. You will be graded on the following: hook, thesis statement, order of development, proof from the text and analysis of text (the last part is worth 40 and the rest 10 pts each). Note that just plain summation will lose points from the analysis section of the scoring. You can compare “The Wanderer” to BEOWULF in your analysis.

Beowulf Final: Things to Know

Structures: Be able to explain the following structures (example how they work and what themes the reinforce).

2-part structure
3-part structure
Parallelism
Story about 3 Nations
Interlinking Loops

Digressions: Be able to explain the following digressions and how they reinforce one of themes

Hengest and Finn
Sigemund
Heremod
Modthryth
How Beowulf becomes King
Hygelac's Death
Why the Geats will be overrun

Explain the following motifs and themes with detailed examples from the text (three for each)

Exile
Kin Killing
Wergild and Wyrd
Role of Kings
Role of Women
Paganism vs. Christianity
Peace Pledges

Literary Terms

Kenning - define and give four examples
Litotes - define and give three examples
Flytes - define and give an example
Epic Boast - define and give an example
Apositive - define and give two examples
Alliteration - define and give two examples
Symbols - give four symbols and discuss their meaning
Censura - define

Characters/Names/Places know the following:
Shield
Herot
Halfdane
Hrothogar
Beow
Wealtheow
Hildeburth
Freawaru
Hrethric
Heorogar
Hygelac
Hygd
Hrethel
Ecgtheow
Handscio
Geatland
Unferth
Wulgar
Brecca
Aeschere
Modthryth
Hrunting
Hnaef
Sigemund
Haethyn
Onela
Wiglag
Eofor
Ongentheow

Beowulf Part III

1) Is Beowulf a good king? Explain your answer with examples (at least 3) from the text.
2) What is the most important part of section 3? Why do you believe this?
3) What is the most interesting part of Beowulf (the entire story) for you? Why?
4) What does the dragon represent?

Beowulf Part II

Outline the following:

Important Themes: Role of King; Role of Women; Role of Warriors; Paganism vs. Christianity; Wyrd and Wergild.
Structure: Parallelism; Three-Part Structure
Literary Elements: Allusions; Kennings; Appositives; Symbols.
What happens in part II?


NEW VOCABULARY:

Obsolete
Philistine
Meticulous
Officious
Peruse
Mitigate
Perfidy
Morose

Beowulf Part II

Outline the following:

Important Themes: Role of King; Role of Women; Role of Warriors; Paganism vs. Christianity; Wyrd and Wergild.
Structure: Parallelism; Three-Part Structure
Literary Elements: Allusions; Kennings; Appositives; Symbols.
What happens in part II?


NEW VOCABULARY:

Obsolete
Philistine
Meticulous
Officious
Peruse
Mitigate
Perfidy
Morose

Old English Dictionary

Go here

Beowulf work for Friday 9/24 and Monday 9/27

Friday: Test on 1/3 of Beowulf.

Monday: Read to line 2000.

Map of Beowulf

Beowulf Project

Beowulf: Part I – 105 points

Projects:

1) Take the first part of Beowulf and create one of the following a Comic (using comic life maker), a movie, a power point, or a readers theatre (with blocking, different voices/postures for characters, atmosphere, etc).
2) Also include in the project - 3 from each category (characters, literary terms, motifs and/or themes). The rest of the above should be posted on your blog.


Grade Breakdown:

1 – 60 points for a correct and complete (meaning you don’t leave out any important details) recount of Part I of Beowulf in the format of your choice.

2 – 45 points: 5 points for each of the 9 elements (3 from each) in section 2.

Beowulf PART I

Things to know:
Characters:
Grendel
Beowulf
Hrothogar
Fitela
Sigmund
Wulgar
Heremod
Finn
Hnaef
Hengest
Wealtheow
Unferth
Shield
Halfdane
Beow

Literary Terms and Examples of Literary Terms:
Kenning (3 examples)
Litotes (2 examples)
Flytes (1 example)
Apositive (1 example)
Alliteration (1 example)
Censura (definition)
Symbol (2 examples)
Allusion (3 examples)
Epic Boast (1 example)
Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity

Digressions:
Know the three digressions and what themes and motifs they back up.

Structure:
Begin to think about Beowulf in a 2 and 3 part structure.

Projects: Take the first part of Beowulf and create either a Comic (using comic life maker), a movie, a power point, or a readers theatre (with blocking, different voices/postures for characters, atmosphere, etc). Also include in the project - 3 from each category (characters, literary terms, motifs and themes). The rest of the above should be posted on your blog.

Characters

Medieval Literature

Medieval Literature
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

History of Writing

NOTES:

The Spread of Writing

Egypt: 3100 B.C. – records of history or propaganda

Writing was first used as a tool to suppress the lower classes

Phoenician (Syria) – first modern alphabet that spreads to Greece and then to Rome

Babylon: The Epic of Gilgamesh – 2100 B.C. (this Epic includes a story of the great flood, Gilgamesh in the underworld, the first idea of what a hero-warrior). Homer knew this Epic and adapted from it.

Greece: The Iliad
The Odysseus

Homer – 800 B.C.

Herodotus – Helen was never in Egypt
Pindar – Homer was born in Turkey

Alexander the Great – slept with the Iliad under his pillow and was inspired by it. He brought writing to much of the world. He spread books to Arabic countries. Hellenistic Age.

ROME: The Aeneid – Virgil 29 – 19 B.C.

Aeneas refers back to the Iliad

120 A.D. Rome has conquered Gaul (France), Spain, England and most of the Mediterranean into Asia and Africa. Rome spreads learning and writing.

400 A.D. Rome leaves Great Britain

476 A.D. The Roman Empire ends and thus begins the Medieval Ages

300-500 A.D. Conchobhar King

900 A.D. Beowulf is written down in Old English thus beginning English lit

1100-1400 A.D. Icelandic Sagas written down

1300-1400 A.D. Sir Gawain and the Green Knight, Canterbury Tales

1485 Le Morte D’Arthur

Notes: Quality of Kings and Warriors; Warrior Culture

Qualities of a King

Acts as peace keeper
Acts as Ambassador
Be a good host
Compassionate
Good Speaker
Loyal to his country
Sacrifices for his country
Ring giver or sharer of treasure
Rewards his warriors or knights
Law Giver and Judge
Fair in decisions
Good listening
Puts country before self
Noble, decisive, respectful
Punishes those who must be punished
Pays blood money or wergild when necessary
Handles pressure, doesn’t lose his temper easily
Keeps his word
Intelligent and wise
Stands for the beliefs of his country
Stands as a symbol of his country


Qualities of Warrior Tradition

Reputation most important thing for both Warrior and King
Honor – if honor is broken revenge is necessary
Loyality connection between King and his warriors
Warriors follow commands of King and protect him, King rewards them with food, shelter, treasure
Oath of Faithfulness exchanged between King and followers
Life after death based on deeds done in one’s life so that the poets will sing
Wergild vs Blood Revenge (blood money as a form of justice)
Banishment as a form of punishment
Murder of one’s family as the greatest sin
Importance of Hospitality
Wyrd – The Role of Fate (Destiny – Norns)

“Since a man may not avert his destiny, he should suffer it well.”

Qualities of Warrior

Superior physical and mental strength
Superior Morals – stands as symbol for his people
Superior Intelligence, Cunning, Mental toughness
Seeks or has done great deeds to build reputation
Honorable
Follows the command of his King, loyal to king and country
Brave, Courageous
Willing to risk life for others
Follows the idea of Wyrd
Self-Honor – important concept
Self-sacrifice, selfless
Leadership
Noble, chivalric (? – depends on tradition), just
Keeps the peace
Team player (?)

English 12 Syllabus

English 12
Course Syllabus: 2010-11
Instructor: Mr. Fielding
Phone: 983-3604

Course Description: British, World Literature and Composition

Emphasis: The accelerated development of critical literary skills and devices to use in the analysis of works of fiction, poetry, and non-fiction. The writing of formal essays, research papers, and creative fiction and poetry.

The primary purpose of English 11 is to provide an opportunity for students to expand their critical thinking and writing skills by focusing on some of the challenging material of American Literature. The course is similar to English 10 in the dissection of literature in the pursuit of analysis but the class will cover more material and the expectation of the student’s performance is much higher. We will also look at the history of the English Language while exploring works of literature that European and American culture.

We will build on the foundation established in English 11 for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

Texts: Beowulf, Sir Gawain and the Green Knight, The Canterbury Tales, Hamlet, Jonathan Swift, selections from Literature and Language Arts Textbook, among others.

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 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper

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.

English 12

Hello! Look forward to seeing everyone in class. You should follow this blog for you never know what I might write.