Honors English 12 Syllabus

The principle goal of education in the schools should

be creating men and women who are capable of
doing new things, not simply repeating what other
generations have done; men and women who are
creative, inventive and discoverers, who can be
critical and verify, and not accept everything they are
offered.
-Jean Piaget, quoted in Education for Democracy, Proceedings from the Cambridge School
Conference on Progressive Education
Critical Reading
As you might have guessed, learning to actively read and critically interpret will be
foundation of this course. While we are reading a short story for discussion during class
time, you will likely be reading a novel or drama outside of class so that you are prepared for
discussion over that particular work.
You should consider obtaining personal copies of the required reading for use during the
course; however, if you do not choose to purchase the books, they may be checked out from
the English department or the library.
Text List:
Pearson Common Core Literature Georgia: The British Tradition
Hamlet, Shakespeare
Teacher packets [poetry, reference, philosophy, essay] as described in syllabus.
Style Packet: Strunk and White The Elements of Style (4th ed). Excerpts
Vocabulary Workshop Books Edition G
Other novels and texts as assigned
Composition
As you might suspect, composition is a crucial part of this course. You will write in various
genres as we continue to explore the literature of the world. You will write (primarily)
essays, poems, and short stories, and an annotated bibliography or research paper. You will
write to explain, to understand, and to evaluate. You will maintain a portfolio of all your
essays and creative writing tasks in the classroom. We will develop these in the first week of
class.
Please anticipate technology failure and plan ahead; my computer crashed is not an
acceptable excuse. I suggest that you buy a flash drive to transport your documents;
however, this is not a requirement for the course.
Plagiarism:
Plagiarism will not be tolerated in this class. Plagiarism is when you pass of
the ideas of others as your own; it is stealing the ideas and/or the words of others. If you do
incorporate the ideas of others (either by direct quotation or by concept), then you must

document those sources in MLA format. Plagiarism DOES NOT only happen when you copy
something word for word. At this point in your academic career, it should be common
knowledge to produce original, well-cited work. The school policy is: Students who are
found to have plagiarized any portion of their written work, shall receive a grade
of one (1). For the first offense a student may rewrite any portion of his or her
assignment for a grade no higher than a 70. Each offense after the first, the
student will receive a one (1) with no chance for a rewrite.
Textbook
Due to supply and demand you may or may not be issued textbooks. If you do not have a
textbook issued to you, one will be provided for you in the classroom, and a link will be
provided for most assignments to access online as well. If you do get assigned a textbook,
please keep up with it and bring it to class EVERY DAY.
We will be covering much of the literature we read in class. I will do my best to explain what
you do not understand, or challenge you to critically think and come to an analysis of the
work. HOWEVER, be advised that if you are given a homework assignment, you will not do
very well on the quizzes I give you over homework if you havent done the homework in the
first place (and I WILL give you quizzes). These quiz grades will count as a summative in the
grade book. Sometimes you will also have post-reading quizzes; infrequently you will work
with a partner on these (I will decide when you can and when you cannot; dont whine). At
the end of each unit of study or novel/play you will have a major test covering that unit or
novel/play.
Novels
When novels are assigned, we will not be sitting in class silently reading for days. Much of
the reading will be done outside of class, or during announced class times. We will use our
time together to explain and discuss. If you do not complete the assigned reading, then
your role in the class will be arbitrary. Be prepared. However, always have your novel with
you. If we have a few spare minutes after an exam or task, reading is your option!
Students will be given an objective test over each novel. (Novel reading policy varies, so
explanations will be provided with assignment). The following novels/plays may be read
this semester. If you do not want your child to read any of the titles below, please
make a note on the signature form attached. The list is not in any order as to
when they will be read and is subject to change based on student needs and the
discretion of the teacher.

Beowulf
Pride and Prejudice
The Importance of Being Earnest
The Life
of Pi
Frankenstein Hamlet
Breathing Underwater
Heart of Darkness
1984
The Devil in the White City
The Book Thief
How to Read
Literature like
a
Professor
Vocabulary

Our department-wide focus will be on academic and literary terms used in literature or other
readings assigned.
Grammar
Some weeks you will be given a sentence to analyze, as per the Daily Grammar Practice
program. Subjects covered relative to each sentence will be parts of speech, how to
diagram it, how to identify and correct errors in it, and any other material in any way relative
to what the sentence says and how it is constructed. This is a practical way to hone your
editing skills and to make you aware of mistakes in your own writing. We will also use other
means and methods to use and practice proper grammar.
SYLLABUS SUBJECT TO CHANGE AT THE TEACHERS DISCRETION!

Semester One: British Literature) Time and material may be modified at teacher
discretion!
Course Introduction:
(1 week)
Every course begins with a history lesson over the time period; be sure that you are there
on that day or that you makeup the worksheet! They will become useful as we try to
situate texts within their respective historical contexts.
The Anglo-Saxons: The Archetypal Hero
(2 weeks)
Students will be able to:
1.

define and identify literary devices as they appear in Anglo-Saxon

literature;
2.

identify literary devices when encountered in a new setting

3.
culture

evaluate Beowulf as an archetypal hero representative of the Anglo-Saxon

4.

compare and contrast modern heroes in terms of Anglo-Saxon heroic ideals

5.
English

recognize the commonality and diference between Old English and modern

What characteristics of our language today derived from the Anglo-Saxons? What cultural
and historical events define the Anglo-Saxon period? How is Beowulf an archetypal hero
representative of the Anglo-Saxon culture? Is the idea of a good person subjective? A
hero? How does our idea of a hero change as perspective changes?
Narrative Essay: Personal Grendels; Revision Workshop (Global concepts, grammar
principles, stylistic choices reference to Strunk and White packet)
The Middle Ages: Not Just Cavorting with Coconuts
Students will be able to
1.

define and identify literary devices as they appear in Medieval literature

2.

identify literary devices when encountered in a new setting

3.

correlate historical, cultural, and social aspects of Medieval life to the

depictions presented in the Canterbury Tales and other selections from this time period
4.

evaluate a text from various perspectives

What are the characteristics of a medieval ballad, romance, and other poetic forms common
to this literary period? How is medieval literature impacted by historical events? What
characteristics of medieval literature are evident in modern writing? How has language
continued to evolve?
How are The Canterbury Tales a product of their age? Lecture over the changing English
language. How is language continuing to evolve?
Critical Essay and Creative Writing Task
The Renaissance: The Arts Come Alive
Students will be able to
1. define and identify literary devices as they appear in Renaissance
literature;
2.

identify literary devices when encountered in a new setting

3.
correlate historical, cultural, and social aspects of Renaissance life to the depictions
presented in Hamlet, Paradise Lost, King James Bible, and other Renaissance poems, prose
passages, and drama.
What are the characteristics of Renaissance literature? How do writers of the Renaissance
convey values and reflect living conditions of that time period? How did significant historical
events during the time period shape the literature? How are ideas found in Renaissance
writing relevant to contemporary literature and current life situations?
Pastoral Poetry: How do the following poems adhere to their genre? Evaluate poems for
speaker and purpose. What poetic devices are used in each poem? Is this a suitable
response? How would you respond diferently? (Elements of Literature)
Metaphysical Poetry: A Study of John Donne
Evaluate the style and the message of given passages in the Bible. What lessons does it
teach? What is the literary value of the Bible? How does Milton treat this subject matter
in Paradise Lose.
Hamlet: The Angst and the Fury
While other dramas and novels are read outside of class, we will read the majority
of Hamlet together in class for analysis instruction. We will read Acts I, III, and V together;
you will be responsible for reading Acts II and IV outside of class with a reading guide. This
does vary from class to class so follow the directions for your class.
A Response Paper is due for every act; a character analysis will be at least one of those
response papers.
Watch the Mel Gibson version of Hamlet. Does the film do the tale justice? Do you agree or
disagree with the way in which Gibson portrays the tormented Hamlet? What from the text

supports your opinion? Can you reference a specific scene?

Hamlet Objective Exam and Critical Essay

The Restoration and the Eighteenth Century: Truly Reformed?

Students will be able to
1.

define and identify literary devices as they appear in Medieval literature

2.

identify literary devices when encountered in a new setting

3.
correlate historical, cultural, and social aspects of Restoration/18th century life to the
depictions presented in A Modest Proposal poems, prose passages, and drama.
4.

analyze and critique rhetorical strategies in a work of literature.

Discuss Swifts A Modest Proposal in terms of rhetorical appeals (ethos, logos, pathos), the
rhetorical triangle, and satire.
Discuss how marginalization in a societal/historical context leads to renunciation of
commonly held beliefs: Read Mary Wollstonecrafts A Vindication of the Rights of Women
Victorian Unit Objective Exam
The Romantic Period: Age of Ideals
Students will be able to
1.

define and identify literary devices as they appear in Medieval literature

2.

identify literary devices when encountered in a new setting

3.
correlate historical, cultural, and social aspects of Romantic life to the depictions
presented in the poetry, prose, and dramas of the period.
What is Romanticism? How is Romantic literature impacted by historical events?
In this unit we will discuss how to write a comparison/contrast essay. We will review sample
essays and discuss the proper format. A revision opportunity will be given.
The Victorians: Not So Prude After All
Students will be able to
1. define and identify literary devices as they appear in Medieval literature
2. identify literary devices when encountered in a new setting
3. correlate historical, cultural, and social aspects of Romantic life to the depictions
presented in the poetry, prose, and dramas of the period.

Examine conventions of Victorian poetry (word music, rhyme, alliteration, assonance,

theme, etc.) How does the art of the time parallel the poetry?