Erin Pellarin

epellarin@piedmontclassical.com
English 10 British Literature
Course Description: This course builds upon skills of grammar, punctuation,
spelling, and vocabulary in written and spoken language of Standard English.
Students will also study various works in British literature and will learn how
to effectively analyze these works as well as articulate cogent and mature
arguments. Students will thus be challenged and asked questions that
require them to refer to what they have read with an emphasis on writing
effectively. This will foster critical-thinking, problem-solving, and analytical
skills at a greater depth. Along with these skills, students will be presented
with study skill tools to enhance their learning and to help them be more
successful in and out of the classroom. Finally, students will be presented
with ideas and texts that will foster growth in the whole student as we
wrestle with questions posed centuries ago but that remain relevant.
Textbook: Literature, The Readers Choice, Glencoe, McGraw-Hill 2000
(British Literature) Materials
Needed: Pens (any color except red), Pencils, Loose Leaf Notebook Paper,
Single Subject Spiral Notebook (Journaling), 1 Binder (or you may share a
binder with another class), 3 Hole Pocket Folder, Highlighters (yellow, blue,
pink), Dividers.
Grading Scale and Breakdown of Grading: A = 90-100, B = 80-89, C =
70-79, D = 60-69, F = < 59 Engagement (homework, discussion, classwork,
etc.) 50% Tests/Projects/Major Essays 35% Quizzes/Minor Essays 15%.% All
students will be permitted to make corrections by asking for an alternative
assignment within two days of receiving a grade. Students will complete the
alternative assignment for a possible total of ten points. Points earned on
the corrected test will be counted as .5 points. Some classes may be mixed,
meaning that CP and Honor Students will be in the same class. Students
enrolled in my Honors classes will be held at higher standards with higher
expectations. Honor Students will be expected to critically think in more
depth and detail. Assignments will differentiate in length, due dates, and
grammar and content expectations. If your student needs help in my class, I
am available most days before school or after school on Thursdays will
communicate with parents and students through Power School Parent Assist,
My School Website, and Remind 101.
General Classroom Expectations: My English classes are based on
reading, discussions, and questioning. Consequently, my classroom needs to
be a safe space where students feel free and encouraged to discuss tough

questions, and disagree. Disrespect to me or another student for any reason

will not be tolerated. In the upcoming year we have a lot of material to
master, so everyone must do his/her part to make sure that we all learn in a
safe, friendly classroom. This includes being responsible for completing your
work, participating in discussions, and monitoring your behavior in critical
discussions. If you become disruptive, hostile, or disrespectful, I will verbally
correct your behavior. On the second occurrence, I will contact your parents.
On the third occurrence, you will be sent to Mrs. Cobb. Phones must be on
silent and put away while in my class unless otherwise instructed. If I see
your phone, I will ask you to put it away. If I see it again I will take it and you
can pick it up after class. If I see it again, I will take it and your parents will
have to pick it up for you.
Attendance: Daily attendance is essential to academic success. Students
are expected to attend school daily. In the event that a student needs to miss
school, the absence may be excused if the absence has 1) been approved in
advance or 2) falls into one of the excused absence categories. A parent note
is required within three days of the students return to school to be excused.
Class work and homework that is missed due to an unexcused absence may
be made up, but it will be recorded at no more than 50%. Students are
responsible for obtaining all missed work. Tardies: Students are expected to
be in class on time. Excessive tardiness disrupts classroom instruction and
exhibits disrespect to me and the other students in class. Three or more
tardies in one quarter will be considered excessive. Parents will be notified if
tardiness becomes excessive and Mrs. Cobb will be notified. Class time
missed due to excessive tardies may need to be made up. Late Work: I do
accept late work up to three days past the original due date for 50% of the
grade.
Unit One: Summer Reading
Readings: Twelfth Night, The Death of Ivan Illyich
MEDIEVAL AGES
Unit Two: Heroic and Humble
Readings:
The Seafarer (Elegy), Sir Patrick Spens, Bonny Barbara Allan, Get Up
and Bar the Door (Ballads)
Assignments: Ballad project: Students will compose a short ballad to pair
with one or two of their favorite contemporary songs. The ballads will be
composed in ballad stanza with correct rhyme and meter, and should
address overarching themes on human nature. Students will then put both

the assigned ballads as well as their own in conversation with contemporary

songs in which similar themes are addressed. What stylistic choices are the
same/different? Why are these themes relevant today?
Unit Three: The Canterbury Tales
Readings: Canterbury Tales: Prologue, Pardoners Tale, and Nuns Tale
Assignments: Students will create a new pilgrim in their literary groups and
will write an introduction that mirrors the style of the tales. Honors students
will then make a plan for an extended tale using a plot diagram and a
narrative structure sheet.
RENAISSANCE
Unit Four: Loves Labours: The Renaissance Sonnets
Readings: The Sonnets of Sir Thomas Wyatt, Edmund Spenser, Sir Phillip
Sidney, Shakespeare
Assignment: Students will write a sonnet using proper rhyme, meter, and
rhythm.

Unit Five: Persuasive Essay Writing

-Students will work in their literary groups to compose a persuasive essay.
Students will select from a list of possible topics and compose the essay in
well-defined sectionsthesis, body paragraphs, conclusion, etc. After
completing a rough draft and an initial set of revisions, students will peerreview their essays before finalizing them for grading. In writing this essay,
students will consider purpose, audience, argumentation, style, and
grammar.
Unit Six: Ambition and Anguish: Shakespeares Macbeth and the
Literary Essay
Readings: Macbeth
Assignments: Students will come to class prepared to discuss all aspects of
the play, with their study-guides and quote sheets complete. Students should
be ready and willing to deal with the material in both literary and dramatic
ways.
C.P students will write an outline for a persuasive analytical essay
on Macbeth. Students will write a clearly defined thesis, outline 3 major
arguments as body paragraphs, and write a conclusion that finalizes and

strengthens their overall argument. Students will then workshop their essays
in their literary circles.
Honors students will write an out-of-class essay on Macbeth addressing a
thematic issue through expository, persuasive analysis. Students will be
given a choice of three questions and will seek to answer this question using
careful analysis and effective argument. Students will ground their evidence
primarily in the text and in original thought. Students will workshop their
essays in class first in their peer review groups and secondly with me, before
submitting a final copy. Note: Most of this work will be completed during the
next unit.
THE RESTORATION
Unit Seven: Inspirations: The Metaphysical and Cavalier Poets
Readings: John Donne, Ben Jonson, Carpe Diem Poems, Selections
from Paradise Lost
Unit Eight: The Restoration: Criticism and Satire
Readings: A Modest Proposal, Gullivers Travels
Assignments: Students will design a travel brochure for a well-known location
using elements of satire and attention to description. Places to satirize might
include waterparks, theme parks, US cities, etc.
Unit Nine: Writing the Narrative Essay
Readings: Selections from the Journal of Samuel Pepys, selections from the
Journal of Fanny Burney
Assignments: Students will compose a short, biographical narrative using
elements learned in class and modeled after in-class readings. Composition
will take place in and out of class.
ROMANTIC PERIOD
Unit Ten: Truth in Nature
Readings: Selections of Wordsworth, selections of Rilke, selections from
Shelley, Keats (To Autumn), Basho (Haiku for Four Seasons)
Assignments: Students will compare two or three selections, paying close
attention to differences and similarities in rhetorical devices, style, imagery,
and overall rendering of romanticism (Note: The method and depth of
analysis in this assignment may differ from C.P. to Honors.
C.P. Unit Eleven: Writing the Critical Argumentative Essay

Readings: Romantic authors

-Students will write an argumentative, literary essay in and out of class.
Students will first review elements of literary analysis as well as effective
means of argumentation. Students will then be asked to argue an original
claim. Emphasis will be placed on the incorporation of textual evidence as
well as strong diction and syntax. Essays will be peer-reviewed both in and
out of class.
Honors Unit Eleven: The Natural and the Fantastic
Readings: Frankenstein
Assignments: Students will journal throughout their read, taking notes
regarding elements of interest, questions he or she has, quotations that stick
out to him or her, etc. These journals will be submitted online (google docs)
and will be the basis of class discussion.
VICTORIAN PERIOD

Unit Twelve: Emotional Response

Readings: Selections from Tennyson, selections from Hardy, selections from
Hopkins
Assignments: Students will practice paraphrasing poems into
practical/everyday English in order to delve into the poems' deeper
meanings.
TWENTIETH CENTURY
Unit Thirteen: Investigations into the Modern Psyche
Readings: Sherlock Holmes (story to be announced). The Curious Incident of
the Dog in the Night-Time
Assignments: Students will journal throughout their reading, taking notes
regarding elements of interest, questions he or she has, quotations that stick
out to him or her, etc. These journals will be submitted online (google docs)
and will be the basis of class discussions.
Unit Fourteen: Illusion
Readings: Katherine Mansfield (A Cup of Tea), Selections from Yeats, Joyce
(Araby), A Room of Ones Own (Woolf), Pygmalion (George Bernard
Shaw).

Assignments: Students will alternate days between discussing assigned

readings and reading Pygmalion aloud in class with potential acting
opportunities.
Assignments: Students will write their own slice-of-life short story drawing
together all the compositional strategies learned throughout the year. In
particular, students will focus on narrative structure, character and place
description, and the inclusion of dialogue.
Unit Fifteen: Modern Perspectives
Readings: Selections from W.H. Auden and other 20th century poets,
Shooting an Elephant (Orwell), A Mild Attack of Locusts (Lessing)
Assignments: Students will conduct a thought experiment designed to
facilitate deep reflection on his or her progress as an English student
throughout the year. Students will review his or her strengths, struggles, and
goals for next year.

**This syllabus is subject to modification at any time