Friday

 Today, we are going to take a vocabulary quiz and then continue to read Beowulf.

Thursday

 Today we will look at the Battle of Finnsburg, continue with reading Beowulf, and watch a little of the movie. Note, I have no dialectical journals from some of you.

https://en.wikipedia.org/wiki/Battle_of_Finnsburg

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at BEOWULF read during this unit in three 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.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least three selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least three selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on three selections (they maybe able to write on 1-4) looking at the epic poem in different ways. 

 

 

 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

Wednesday

 Today we will discuss Hildeburgh and Finn Fragment. Review vocabulary (below), and watch a little of the movie Beowulf.

HW: Outline and summarize the first 1/3 of the poem. Make sure you include a list of characters and who those characters are.

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose 

 

 

Tuesday

  Today - we are going to look at the lines through the death of Grendel and the celebration of Grendel's death and discuss your dialectical journals.

Note: We are almost 1/3 of the way through Beowulf. You will have a quiz on the first 1/3 later this week.

 

Monday

 Today we are going to discuss your dialectical journals and some characters you should know. We will also read lines to around 700 or so. We will also review vocabulary words.

Characters:

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

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at BEOWULF read during this unit in three 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.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least three selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least three selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on three selections (they maybe able to write on 1-4) looking at the epic poem in different ways. 

 

Friday

 

We will discuss your dialectical journal entries, and continue with Beowulf.

First make write sentences with the following vocabulary words:

Perfidy

Morose

 

Thursday

 Today, we will go over lines 1-85. Look at some notes on Beowulf, and continue to read the text.

HW: Make sure you have at least 2 dialectical journals for Monday. 

Wednesday

I'll give you a few minutes to finish classwork on Branwen.  

Today we will read the overview section of the time period in your textbook (page 22) and then move onto Beowulf. We will be discussing Beowulf and taking some notes on the text tomorrow.

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 or on a computer take notes, headlight things as you read. 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, on your paper, in your text) WRITE YOUR OBSERVATIONS 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 35 entries. 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.




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.  

 

Tuesday

 

 Today we are going to write sentences with

Officious

Peruse

Philistine

Meticulous

 

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

 

 

Finish "Branwen, Daughter of Llyr" and answer the following questions on the story. Note, you might have a quiz on Conchobhar and Branwen tomorrow.

 

Branwen, Daughter of Llyr

1. Discuss the role of women in this story.

2. Compare Matholwch and Bendigeinfran as kings.

3. Make a list of things Efnisen does in the story.  Do you consider him a good warrior?  Why or why not?

4. What is the Cauldron of Resurrection?

5. What is this story ultimately about?  Make sure you write your answer in 2-3 sentences.

6)  Briefly outline what happens in the story. 

Monday

We will be reading "Branwen, Daughter of Llyr" today. I will give you a few minutes to finish the questions from Conchobar.

Today we are going to write sentences with

Obsolete

Reprisal

 

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

 

"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).

 

 

Branwen, Daughter of Llyr

1. Discuss the role of women in this story.

2. Compare Matholwch and Bendigeinfran as kings.

3. Make a list of things Efnisen does in the story.  Do you consider him a good warrior?  Why or why not?

4. What is the Cauldron of Resurrection?

5. What is this story ultimately about?  Make sure you write your answer in 2-3 sentences.

6)  Briefly outline what happens in the story. 

Friday

 Today we will take some notes on Qualities of a Medieval King and Warrior Culture.  Then we will read "The Death of Conchobar" and begin to look at the overview section in your textbook. 

HW: Look up vocabulary words.

Pre-reading

Break into groups of three and brainstorm the following:

1) What are the qualities of a warrior/hero (think of the Odyssey, the Iliad)?

2) What are the qualities of a good king?

3) What does a society with a king and warriors look like or act like? 

4) What do you expect from a story about heroes and kings?

5) What does Oral Tradition mean to you and how do you expect it to affect the story?

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.

THE DEATH OF CONCHOBAR

 go here

QUESTIONS for “The Death of Conchobhar”

1)    Explain the ending.  How does this story fit the theme of Paganism vs. Christianity? 

2)    Makes inferences (educated guesses based on the information in the text): What is Conchobhar like?  Describe his personality. 

3)    Is Conchobhar a good king?  What information informs your opinion?

4)    What was life like back in this period accounting to the information in the story?

5)    Who was Meis-Geghra?

6)    How does Cet trick Conchobar?

7)    Retell this story in contemporary English.  This retelling should be at least a page and you are expected to act it out.

 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 (?)

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

 

Syllabus

 

 

  British Literature 

Course Syllabus: 2025-2026

Instructor: Mr. Fielding

kfielding@skagwayschool.org

British Literature 

Course Description

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

Align to the Common Core, British 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, 1984. 

JOURNALS

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—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.

 

6.Plagiarism - 1st time you can redo the assignment for 50% off; 2nd time - Zero for the assignment; 3rd time - "F" for the semester.

7. Blues sheets/Travel.

8. Cell Phones

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.