CEC 11/12 British Literature. Time's glory is to calm contending kings, To unmask falsehood, and bring truth to light. William Shakespeare

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1 CEC 11/12 British Literature Time's glory is to calm contending kings, To unmask falsehood, and bring truth to light. William Shakespeare Room 302 Tuesday and Thursday 11:06am-12:21pm Instructor: Zachary Good Contact: Website: Password: Good1617 I. Course Description This course will be a predominately chronological survey of British literary achievement, including work by representative authors from the beginnings of the language in Old and Middle English up to the present day. Reading the best of English poetry and prose, students will become acquainted with the power of beauty to persuade by incarnating the true and the good. In the presence beauty we learn to see better ourselves and the world, conforming our lives to virtue so that one day we may behold the author of Truth. To earnestly read and discuss the works selected for this course will demand much of the student, especially a willingness to read closely, speak openly, and search out correspondence between drama on the page and the working out of their own salvation. Our readings lend themselves equally well to developing literary taste and fostering an ongoing conversation about virtue and vice. II. Materials 1. Recommended Reading: a. Joan of Arc, Mark Twain b. Henry V, Shakespeare 2. Required Texts: a. Six Centuries of Great Poetry, ed. Robert Penn Warren b. Ivanhoe, Sir Walter Scott c. Pearl, from Sir Gawain and the Green Knight, trans. J.R.R. Tolkien d. Hamlet and The Tempest, Shakespeare e. Paradise Lost, John Milton f. David Copperfield, Charles Dickens g. Manalive, G.K. Chesterton h. The Screwtape Letters, C.S. Lewis 3. Supplies: a. Three-ring binder dedicated to this course b. Plenty of loose-leaf, college-ruled paper c. Pens, both blue/black and red

2 III. Course Binders - All items should be dated and presented in chronological order within the appropriate section. Please ask me after class if you do not know where to place any given item in your binder. It is in your best interest to keep your binder orderly year-round. Each of the follow capital letters represents a labeled divider within the three-ring binder. The Arabic numerals below each capital letter represent the order in which that content should be presented. All material should appear in chronological order within its designated section. Organizing Your Binder A. Syllabus B. Warm-ups: A master list of daily quotations, poems, and any other class warm-ups C. Literature (grouped by unit/text): 1. Notes (Written in outline format) 2. Maps, charts, other handouts 3. Homework 4. Quizzes and tests D. Recitations 1. Handouts 2. Grades and notes E. Writing 1. To-Dos and No-Nos 2. Journal Entries/Reading Responses i. Master list of prompts ii. Reading responses 3. Thesis Papers i. Planning ii. Drafts iii. Peer reviews iv. Final Copies IV. Course Requirements A. Class attendance and participation: All students are expected to attend class unless legitimately excused. If a student must miss a class, he or she has two school days to complete all work assigned on the day which the student missed in addition to all other class work. Both perfect attendance and daily participation are critical to success in this course. All students will participate daily in class discussion. Students are expected to contribute to the best of their ability in Socratic dialogues as well as when they are called on to do so. While there is no formal grade for participation, but students who refuse to contribute or are repeatedly ill-prepared will not only miss the opportunity to engage their colleagues, but will need to spend time discussing the lesson outside of class with Mr. Good. Lecture notes, no matter how thorough, are an inadequate substitute for either attendance or active conversation. All students will be seated in their assigned seats when class begins. Students are expected to begin copying their daily assignment and the warm-up before class begins. Mr. Good will begin classroom procedures at the appropriate time. There is no bell. 2

3 B. Course readings: In addition to the required texts listed above, handouts will be given throughout the year. These will be distributed in class prior to the day of discussion. All your books for this class are your own, so I strongly encourage you to practice active reading by writing margin notes, highlighting, underlining, dog-earring, and otherwise taking ownership over the text. My expectation for initial reading is that students will have a grasp of the characters, setting, and plot. Analysis, synthesis, definition, criticism, and general wrangling over the text is the work of our time in class. Thoughtful students will begin this work at home, but the reading quizzes will not demand it. C. Recitations: Students should be prepared to recite from memory the following poems on their corresponding due dates. Recitation means not only a command of the words employed by the poet, but also an understanding of their meaning and tone reflected in the recitation itself. Students who deliver unsatisfactory recitations must work until they have accomplished each of these tasks in turn, delivering any recitations after the first outside of the normal class period. 1. Semester 1 i. Recitation #1 John Donne, Valediction Forbidding Mourning ii. Recitation #2 Hamlet, To Be Or Not to Be 2. Semester 2 i. Recitation #3 Choose One 1. William Wordsworth, The World is Too Much with Us AND Percy Bysshe Shelley, Ozymandias OR 2. Matthew Arnold, Dover Beach ii. Recitation #4 Memorize Both 1. Gerard Manley Hopkins, As Kingfishers Catch Fire OR God s Grandeur 2. William Butler Yeats, The Second Coming D. Journal Entries/Reading Responses: These short (1-2 page) responses to classroom discussion and assigned reading will provide opportunities for students to think through ideas and employ their best writing practices in the manner of a sketch or rough draft. E. Thesis Papers: Once during each quarter, students are asked to complete a fully developed essay. Two will be instances of literary analysis, two on specific research topics. These assignments will involve a complete execution of the writing process from planning to publishing. Each step of this process, with the exception of the final draft, is graded as full credit or no credit. Complete credit is awarded for successful completion of each phase, any of which may be attempted more than once. F. Tests and Quizzes: Assessments are a regular part of this course. Short reading quizzes will occur frequently almost daily and scheduled tests will summarize each unit of study. The ability to complete an assessment within a given time frame is a necessary and valuable skill. While individual accommodations may be made, students should understand that the allotted time for an assessment is as much a part of the assessment as the number, nature, and rigor of the questions. 3

4 V. Grading Procedures: Grades will be calculated according to the following weights. At the high school level, semester grades are a composite of two quarters (40% each) and the semester exam (20%). Credits for successful completion are assigned by semester. A. Reading Quizzes (30%): These short, five-question quizzes assess whether or not a student has closely read the assigned reading and therefore are based on objective knowledge rather than in-depth analysis. B. Tests and Recitations (40%): Two recitations are assigned per semester. Tests occur throughout the year at the end of units. Exams are separate aspect of the grading system, explained above. C. Writing (30%): This aspect of a student s grade is based on both reading responses and thesis papers. Reading responses are assigned throughout the semester on topics draw from our reading and discussion. These short assignments are graded on a scale of one to ten and provide an opportunity for students to practice timed writing, proper use and analysis of evidence, grammar, and mechanics. Two thesis papers are assigned each semester. VI. Expectation of Virtue: The curriculum at Sacred Heart Academy especially at the high school level is exciting, engaging, and ambitious, designed to prepare students for the rigorous environment of post-secondary education and to impart to students a love of literature and communication. This classroom will be an environment in which all those who wish to succeed will be given the resources and the instruction that will enable them to do so. Students are encouraged to study together and to discuss the art and ideas covered by this course. It is expected that students will give and receive help, advice, and consultation from each other. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else in any form. During quizzes, tests, and examinations, students are expected to conduct themselves honorably. Talking or discussion is not permitted during any assessment, nor may you collaborate in any way. Any violation of these expectations will result in both academic and disciplinary consequences. X. Tentative Course Schedule (Subject to change) Nota Bene: In the event of a snow day or other delay or cancellation, please proceed with the homework as scheduled. Class Meeting Assignment (Completed for Class) Additional Due Dates Week 1 Sept 6 th Ivanhoe, Ch Sept 8th Ivanhoe, Ch Journal Response #1 Week 2 Sept13 th Ivanhoe, Ch Sept 15 th Ivanhoe, Ch Chaucer Project Announced Week 3 Sept 20 th Ivanhoe, Ch Sept 22 nd Ivanhoe, Ch Journal Response #2 Week 4 Sept 27 th Ivanhoe, Ch Sept 29 th Ivanhoe, Ch Recitation #1 Due Week 5 Oct 4 th Ivanhoe, Ch

5 Oct 6 th Ivanhoe, Ch Chaucer Project Outline Due Week 6 Oct 11 th Pearl, 1-35 Oct 13 th Pearl, Chaucer Project Rough Draft/Peer Rev Week 7 Oct 18 th Pearl, , 1 Oct 20 th Poetry Packet #1 Journal Response #3 Week 8 Oct 25 th Hamlet, Act I Oct 27 th Hamlet, Act II Chaucer Project Final Draft Week 9 Nov 1 st Hamlet, Act III Nov 3 rd Hamlet, Act IV Recitation #2 Due Week 10 Nov 8 th Hamlet, Act V Nov 10 th The Tempest, Act I and II Lit Analysis #1 Outline Due Week 11 Nov 15 th The Tempest, Act III and IV Nov 17 th The Tempest, Act V Lit Analysis #1 Rough Draft/Peer Rev Week 12 Nov 22 nd Study for Shakespeare Test Nov 24 th No Class Thanksgiving Break Week 13 Nov 29 th Paradise Lost, Book I Dec 1 st Paradise Lost, Book II Lit Analysis #1 Final Draft Week 14 Dec 6 th Paradise Lost, Book III Dec 8 th Paradise Lost, Book IV Journal Response #4 Week 15 Dec 13 th Paradise Lost, Book V Dec 15 th Paradise Lost, Book VI Week 16 Dec 20 th Paradise Lost, Book VII & VIII Dec 22 nd Jan 2 nd No Class - Christmas Break Week 17 Jan 3 rd Paradise Lost, Book IX and X Journal Response #5 Jan 5 th Paradise Lost, Book XI & XII Week 18 Jan 10 th Poetry Packet #2 Exam Study Guide Due Jan 12 th Review for Exams Jan 17 th -19 th Semester 1 Exams End Semester 1 Week 1 Jan 24 th David Copperfield, Ch. 1-6 Jan 26 th David Copperfield, Ch Journal Response #6 Week 2 Jan 31 st David Copperfield, Ch Feb 2 nd David Copperfield, Ch Poet Project Outline Due Week 3 Feb 7 th David Copperfield, Ch Feb 9 th David Copperfield, Ch Journal Response #7 Week 4 Feb 14 th David Copperfield, Ch Feb 16 th David Copperfield, Ch Recitation #3 Due Week 5 Feb 21 st No Class Winter Break Feb 23 rd David Copperfield, Ch Journal Response #8 Week 6 Feb 28 th David Copperfield, Ch Mar 2 nd David Copperfield, Ch Poet Project Rough Draft/Peer Rev Week 7 Mar 7 th David Copperfield, Ch Mar 9 th David Copperfield, Ch Week 8 Mar 14 th David Copperfield, Ch Journal Response #9 Mar 16 th David Copperfield, Ch Week 9 Mar 21 st David Copperfield, Ch Mar 23 rd David Copperfield, Ch Poet Project Final Draft Week 10 Mar 28 th David Copperfield, Ch Mar 30 th Study for David Copperfield Test Recitation #4 Due Apr 3 rd -7 th No Class Spring Break Week 11 Apr 11 th Poetry Packet #3 Apr 13 th Poetry Packet #3 Lit Analysis #1 Outline Due 5

6 Week 12 Apr 18 th Manalive, pg Apr 20 th Manalive, pg Lit Analysis #2 Rough Draft/Peer Rev Week 13 Apr 25 st Manalive, pg Apr 27 th Manalive, pg Week 14 Apr 28 th The Screwtape Letters, Preface-8 Journal Response #10 May 2 nd The Screwtape Letters, 9-17 Week 15 May 9 th The Screwtape Letters, May 11 th The Screwtape Letters, and Lit Analysis #2 Final Draft Screwtape Proposes a Toast Week 16 May 16 th Poetry Packet #4 May 18 th Leaf by Niggle Week 17 May 23 rd Leaf by Niggle Exam Study Guide Due May 25 th Review for Exams May 30 th -Jun 2 nd Semester 2 Exams End of School Year 6

7 Appendix A: Poetry for Recitation A Valediction: Forbidding Mourning By John Donne As virtuous men pass mildly away, And whisper to their souls to go, Whilst some of their sad friends do say The breath goes now, and some say, No: So let us melt, and make no noise, No tear-floods, nor sigh-tempests move; 'Twere profanation of our joys To tell the laity our love. Moving of th' earth brings harms and fears, Men reckon what it did, and meant; But trepidation of the spheres, Though greater far, is innocent. Dull sublunary lovers' love (Whose soul is sense) cannot admit Absence, because it doth remove Those things which elemented it. But we by a love so much refined, That our selves know not what it is, Inter-assured of the mind, Care less, eyes, lips, and hands to miss. Our two souls therefore, which are one, Though I must go, endure not yet A breach, but an expansion, Like gold to airy thinness beat. If they be two, they are two so As stiff twin compasses are two; Thy soul, the fixed foot, makes no show To move, but doth, if the other do. And though it in the center sit, Yet when the other far doth roam, It leans and hearkens after it, And grows erect, as that comes home. Such wilt thou be to me, who must, Like th' other foot, obliquely run; Thy firmness makes my circle just, And makes me end where I begun. 7

8 From Hamlet, Act III scene i, lines HAMLET To be or not to be that is the question: Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles And, by opposing, end them. To die, to sleep No more and by a sleep to say we end The heartache and the thousand natural shocks That flesh is heir to tis a consummation Devoutly to be wished. To die, to sleep To sleep, perchance to dream. Ay, there s the rub, For in that sleep of death what dreams may come, When we have shuffled off this mortal coil, Must give us pause. There s the respect That makes calamity of so long life. For who would bear the whips and scorns of time, Th oppressor s wrong, the proud man s contumely, The pangs of despised love, the law s delay, The insolence of office, and the spurns That patient merit of th unworthy takes, When he himself might his quietus make With a bare bodkin? Who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscovered country from whose bourn No traveler returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all, And thus the native hue of resolution Is sicklied o er with the pale cast of thought, And enterprises of great pitch and moment With this regard their currents turn awry And lose the name of action.

9 The World Is Too Much With Us By William Wordsworth The world is too much with us; late and soon, Getting and spending, we lay waste our powers; Little we see in Nature that is ours; We have given our hearts away, a sordid boon! This Sea that bares her bosom to the moon; The winds that will be howling at all hours, And are up-gathered now like sleeping flowers; For this, for everything, we are out of tune; It moves us not. Great God! I d rather be A Pagan suckled in a creed outworn; So might I, standing on this pleasant lea, Have glimpses that would make me less forlorn; Have sight of Proteus rising from the sea; Or hear old Triton blow his wreathèd horn. Ozymandias By Percy Bysshe Shelley I met a traveller from an antique land, Who said Two vast and trunkless legs of stone Stand in the desert.... Near them, on the sand, Half sunk a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed; And on the pedestal, these words appear: My name is Ozymandias, King of Kings; Look on my Works, ye Mighty, and despair! Nothing beside remains. Round the decay Of that colossal Wreck, boundless and bare The lone and level sands stretch far away. Dover Beach By Matthew Arnold The sea is calm tonight. The tide is full, the moon lies fair Upon the straits; on the French coast the light Gleams and is gone; the cliffs of England stand, Glimmering and vast, out in the tranquil bay. Come to the window, sweet is the night-air! Only, from the long line of spray Where the sea meets the moon-blanched land, Listen! you hear the grating roar Of pebbles which the waves draw back, and fling, At their return, up the high strand, Begin, and cease, and then again begin, With tremulous cadence slow, and bring The eternal note of sadness in. Sophocles long ago Heard it on the Ægean, and it brought Into his mind the turbid ebb and flow Of human misery; we Find also in the sound a thought, Hearing it by this distant northern sea. The Sea of Faith Was once, too, at the full, and round earth s shore Lay like the folds of a bright girdle furled. But now I only hear Its melancholy, long, withdrawing roar, Retreating, to the breath Of the night-wind, down the vast edges drear And naked shingles of the world. Ah, love, let us be true To one another! for the world, which seems To lie before us like a land of dreams, So various, so beautiful, so new, Hath really neither joy, nor love, nor light, Nor certitude, nor peace, nor help for pain; And we are here as on a darkling plain Swept with confused alarms of struggle and flight, Where ignorant armies clash by night.

10 As Kingfishers Catch Fire By Gerard Manley Hopkins As kingfishers catch fire, dragonflies draw flame; As tumbled over rim in roundy wells Stones ring; like each tucked string tells, each hung bell's Bow swung finds tongue to fling out broad its name; Each mortal thing does one thing and the same: Deals out that being indoors each one dwells; Selves goes itself; myself it speaks and spells, Crying Whát I dó is me: for that I came. I say móre: the just man justices; Keeps grace: thát keeps all his goings graces; Acts in God's eye what in God's eye he is Chríst for Christ plays in ten thousand places, Lovely in limbs, and lovely in eyes not his To the Father through the features of men's faces. God's Grandeur By Gerard Manley Hopkins The world is charged with the grandeur of God. It will flame out, like shining from shook foil; It gathers to a greatness, like the ooze of oil Crushed. Why do men then now not reck his rod? Generations have trod, have trod, have trod; And all is seared with trade; bleared, smeared with toil; And wears man's smudge and shares man's smell: the soil Is bare now, nor can foot feel, being shod. And for all this, nature is never spent; There lives the dearest freshness deep down things; And though the last lights off the black West went Oh, morning, at the brown brink eastward, springs Because the Holy Ghost over the bent World broods with warm breast and with ah! bright wings.

11 The Second Coming William Butler Yeats Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. Surely some revelation is at hand; Surely the Second Coming is at hand. The Second Coming! Hardly are those words out When a vast image out of Spiritus Mundi Troubles my sight: somewhere in sands of the desert A shape with lion body and the head of a man, A gaze blank and pitiless as the sun, Is moving its slow thighs, while all about it Reel shadows of the indignant desert birds. The darkness drops again; but now I know That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle, And what rough beast, its hour come round at last, Slouches towards Bethlehem to be born? 11

The Second Coming. William Butler Yeats, 1921

The Second Coming. William Butler Yeats, 1921 The Second Coming William Butler Yeats, 1921 Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world,