October 30th, 2013

10/30/13

In Class:
Journal--  How do your daily choices (of behavior, speech, etc.) affect the lives of others? Use examples to illustrate your point.

Each group from yesterday's research project polished and then presented their posters.

Brief lecture and discussion on "The Passion of King Edmund" by Ælfric, including martyrdom and hagiography.
martyr: a person who suffers and/or dies for his or her beliefs or people.
hagiography: the biographical writing of a saint's life, miracles, or passion.
In the medieval period in Anglo-Saxon period, most of the power of literacy fell in the hands of Christian monks. This resulted in a) the proliferation of religious texts (especially saints' lives), and b) the increased evolution and incorporation of Latinate and French language (i.e., Anglo-Norman dialect).
Hagiography helps us, once again, to reconcile the active, heroic traditions of Germanic culture with passive, virtuous traditions of Christianity.

Exit ticket: Name one martyr other than King Edmund.

Homework:
Read "Judith."

October 29th, 2013

10/29/13

In Class:
Journal--  Free-write using the following quote as a jumping-off point:
"Be brave. Take risks. Nothing can substitute for experience." -Paulo Coehlo

Note: for those students who want to improve their quiz scores, there will be an after-school review session and project which will replace your quiz grade on Wednesday and/or Friday.




In groups of three, students researched either Norse or Anglo-Saxon polytheistic religious practices, considering the following points to guide research:
- Creation story
- Religious symbols
- Common practices and rituals
- Primary gods/dieties
- Similar/related religions
- Important places/locations



Exit ticket: Name one cool thing you've learned in the last week (whether or not it was in this class).

Homework:
Read "The Passion of St. Edmund, King and Martyr."

October 28th, 2013

10/28/13

In Class:
Journal--  For what or whom would you fight to the death? Why?

Brief review quiz on material from Week One.

Distributed missing work reports. Please let me know if you think your grade or missing work report is inaccurate.

Reviewed "Bede's Account of the Conversion of King Edwin," specifically focusing on the sparrow conceit and the complexity of the king-thane relationship.
metaphor: a poetic or figurative comparison of two unlike things.
conceit: an extended metaphor (e.g., banking in Martin Luther King, Jr.'s "I Have a Dream" speech)




Read and discussed "The Battle of Maldon" including background information on Northey Island, the likely location of this event. (See right)
Read and listened to Byrhtnoth's formal challenge in Old English, then discussed the concept and practice of "words vs. deeds" in Anglo-Saxon England.


Exit ticket: Describe Germanic heroic tradition.

Homework:
Make a creative/artistic depiction of the concept of "words and deeds."
Catch up on any missing work.

October 24th, 2013

10/24/13

In Class:
Journal--  What role has religion played in your life? How do you define your religious beliefs? How did you develop those beliefs?

Reminder about the field trip to All the Great Books (abridged).
 
Reviewed guilt- and shame-based societies.

Reviewed and discussed "The Dream of the Rood": above all else, this poem exemplifies the reconciliation of the Germanic heroic tradition (active) with the burgeoning Christian faith (passive) by portraying Christ as an active, courageous, and heroic figure (like Beowulf) as opposed to strictly a passive, loving, accepting character. "The Dream of the Rood" creates parallels with tree imagery to the Old Testament of the Bible (Tree of Knowledge) and Norse mythology (Tree of Life). Additionally, it creates a chain reaction dynamic of heroic inspiration through the phrase elne mycle.

Discussed concepts and information from this week for quiz on Monday. Be comfortable with the following subjects:
- The various groups responsible for the development of English [Anglos, Saxons, Jutes, Norse (Vikings), Christian missionaries, and Normans]
- Guilt- and shame-based societies
- Norman Conquest
- Europe map
- elegiac and heroic styles
- definition of language
- king-thane (lord-subject) relationship
- "The Wanderer"
- "The Dream of the Rood"

Exit ticket: What year was the Norman Conquest?

Homework:
Read "Bede's Account of the Conversion of King Edwin."
Study for a quiz. 
Catch up on any missing work.

October 23rd, 2013

10/23/13

In Class:
Journal--   Make a T-chart. On one side, list actions that you consider morally or ethically “good” deeds. On the other, list actions that you consider “bad.”

The school is offering a field trip on Friday night to see All the Great Books (abridged), performed by the Reduced Shakespeare Company. The play is worth extra credit for this class, as it features Beowulf.

Reviewed and discussed "The Wanderer," particularly focusing on:
a) standards of masculinity and individuality,
b) the king-thane relationship, and
c) the role of morality.
"The Wanderer" is a prime example of the Old English elegiac tradition.
elegy: a writing (most often poetry or song) incorporating serious, mournful reflection.

Introduced the concept of Guilt- and Shame-Based societies, including the social construct of morality. Although Anglo-Saxon England is considered part of the Western world, which sort of society does it most closely resemble?

Exit ticket: Define 'elegy.'

Homework:
Write a half-page reflection on a time you felt either shame or guilt for a choice you made. What does your specific feeling say about our social structure? 
Read "The Dream of the Rood."

October 22nd, 2013

10/22/13

In Class:
Journal--  How do you define your heritage? Where do you come from? Is heritage important?

Continued lecture and discussion on the evolution of the English language:
How does language and its evolution reflect cultural variety?

Reviewed the Proto-Indo-European Language origin diagram: Where does English originate? To which contemporary languages is English most closely related?

Screened "The History of English in Ten Minutes" from 0:00-2:19 (Ch. 1 & 2), then noted primary important dates and facts:
c. 450 -- Romans (who spoke a form of Latin) were forced out of the British Isles by the Britons
c. 480 -- Germanic tribes (Angles, Saxons, and Jutes) settled in/invaded/colonized Britain
[German influence on English]
     c. 500-550 -- Beowulf takes place.
c. 590 -- Missionaries from mainland Europe bring Christianity and associated ideas and language to Britain 
[Latin influence on English]
700-1000 -- Frequent Viking invasions
[Norse influence on English]
     c. 975 -- Beowulf is transcribed.
1066 -- Norman Conquest of England. The Normans were relocated Vikings who spoke French and followed French cultural ideals. This invasion was very influential because it introduced about 70% of our Modern English vocabulary.
[French influence on English]
Following the Norman Conquest, French and Latinate words were perceived as the language of nobility, wealth, and elegance; meanwhile, English and Germanic words were considered utilitarian, of the commoners and peasants.

Guided by notes from the instructor, students illustrated their own maps of linguistic/cultural influence in Britain, similar to the graphic to the left.

Next, each student created a 3 or more panel comic strip illustrating the influence of various invasive cultures as discussed during the lesson today.

Exit Ticket: Name the three Germanic tribes which colonized England.

Homework:
Finish your comic strip.
Read "The Wanderer" and underline at least 5 words you do not recognize.

October 21st, 2013

10/21/13

In Class:
Journal--  Respond to (agree, disagree, qualify, reword, explain, reflect, connect, etc.) the following quote: "Our actions make or mar us: we are the children of our own deeds.

Lecture and discussion on the evolution of language.
language: a written, spoken, or otherwise signified means of communication amongst groups of people, animals, or objects.
- alive        - dynamic        - malleable        - user-controlled        - variegated. 
Six students Googled “Slang from the ____” (1990s, 1980s, 1970s, 1920s, 1900s, 1800s), then posted on the board: slang is the easiest way to note the rapidly changing nature of language.

 

Exit ticket: "If there is one thing I will do to be successful this block, it will be..."

Homework:

Complete and submit your syllabus agreement.

Read "The Wanderer" by Wednesday.

Syllabus: Anglo-Saxon Literature

Anglo-Saxon Literature

October 21^st – December 19^th, 2013

M-Th 9:00 - 10:30, Room 1

http://boulderprepaslit.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

Beowulf. Trans. Seamus Heaney. New York: Norton, 2000. Print.

Gardner, John. Grendel. New York: Vintage, 1989. Print.

Many course texts will be provided in handouts; a folder, binder, or other organizational system will be necessary.

The Pearl Poet. Sir Gawain and the Green Knight. Trans. Marie Borroff. New York: Norton, 2010. Print.

The following blog will also serve as a resource for disseminating materials, notes, and texts: 

http://boulderprepaslit.blogspot.com/

Course Description

This course will primarily examine literature of Anglo-Saxon origin and influence, including Old English, Middle English, and Modern English texts. By studying these texts, we will discover and acknowledge the historical roots of the English language and the development of literature in early European cultures. The course will primarily focus on the classic epic poem Beowulf and its representation of the history and society of Anglo-Saxon, Scandinavian, and Germanic peoples in the Middle Ages.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       read, analyze, discuss, and respond to a variety of texts.

·       engage in unique and relevant literary discussions and assignments by drawing on personal experiences, academic analysis, and textual information

·       develop higher-level cognition skills and critical reading techniques to engage literature at an intermediate educational level.

We will aim to explore—perhaps even answer—some of the following questions:

·       How does literature reflect and critique our current society? Our historical backgrounds?

·       What factors of culture and geography contribute to identity and life experience?

·       Why is it important to study the art, literature, philosophy, and ideology of historic cultures?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journal entries (graded once per block); in-class and out-of-class assignments; a midterm project; and a final project and exam. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Agreements – Grading, Attendance, and Comportment

Grades for Anglo-Saxon Literature will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 1700 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be 32 sessions of Anglo-Saxon Literature; even though this might seem like a lot, each absence is detrimental to your learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepdaslit.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 9:00. This does not mean walking from the Commons to the classroom at 9:00; this does not mean arriving at 8:59 and leaving to use the bathroom until 9:05. In regards to individual breaks, you should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

Respect everyone’s educational opportunity.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journal entries – 320 pts.

Discussion questions/golden lines – approx. 250 pts.

General assignments – 10-20 pts. / each (approx. 200 pts. total)

Midterm – 200 pts.

Final project – 400 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to contribute to a classroom environment which respects everyone’s educational opportunities, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts (Beowulf or other readings, handouts, assignments, etc.)

Writing journal

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

            Reading assignments should be completed before the beginning of the class period for which they are listed.

Week one (10/17 - 10/24) –	Introduction to Critical Reading and Analysis Early History of England and Early Europe
Week two (10/28 - 10/31) –	Introduction to Old English and the Oral Tradition 10/31 – line 210/page 16, Beowulf
Week three (11/4 - 11/7) –	Identity, Heroism, and Gender Roles 11/4 – l. 606/p. 41, Beowulf 11/5 – l. 835/p. 57, Beowulf 11/6 – l. 1250/p. 89, Beowulf 11/7 – l. 1644/p. 113, Beowulf
Week four (11/11 - 11/14) –	Religious Influence in Literature 11/11 – l. 2200/p. 149, Beowulf 11/12 – l. 2509/p. 169, Beowulf 11/13 – l. 2831/p. 191, Beowulf 11/14 – finish Beowulf Midterm projects due no later than 5:00 PM on 11/14!
Week five (11/18 - 11/21) –	Perspectives on Beowulf 11/18 – p. 29, Grendel 11/19 – p. 46 Grendel 11/20 – p. 74, Grendel 11/21 – p. 111, Grendel
Thanksgiving Break (11/25 - 11/29)
Week six (12/2 - 12/5) –	Perspectives on Beowulf 12/2 – finish Grendel 12/3 – l. 490, Sir Gawain and the Green Knight 12/4 – l. 1125, SGGK 12/5 – l. 1997, SGGK
Week seven (12/9 - 12/12) –	Comparative Classical Texts of English Literature 12/9 – finish Grendel 12/10 – l. 490, Sir Gawain and the Green Knight 12/11 – l. 1125, SGGK 12/12 – l. 1997, SGGK
Week eight (12/16 - 12/19) –	Comparative Classical Texts of English Literature 12/16 – finish Grendel

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

 [Please complete and return this section.]

During the course of this block, I hope to:

	Identify at least two concrete, measurable academic goals.
	Identify at least two abstract, subjective, and/or personal goals.

I think my biggest asset as a student is:

I believe my greatest struggle as a student is:

I do best on assignments which:

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                        __________________

    (signature)                                                                                                                                                   (date)