Anglo-Saxon Literature
October 21st – December
19th, 2013
M-Th 9:00 - 10:30, Room 1
Shane Abrams
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:
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.
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Week one (10/17 - 10/24) –
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Introduction
to Critical Reading and Analysis
Early
History of England and Early Europe
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Week two (10/28 - 10/31) –
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Introduction
to Old English and the Oral Tradition
10/31 – line 210/page 16, Beowulf
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Week three (11/4 - 11/7) –
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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
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Week four (11/11 - 11/14) –
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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!
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Week five (11/18 - 11/21) –
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Perspectives
on Beowulf
11/18 – p. 29, Grendel
11/19 – p. 46 Grendel
11/20 – p. 74, Grendel
11/21 – p. 111, Grendel
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Thanksgiving
Break (11/25 - 11/29)
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Week six (12/2 - 12/5) –
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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
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Week seven (12/9 - 12/12) –
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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
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Week eight (12/16 - 12/19) –
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Comparative
Classical Texts of English Literature
12/16 – finish Grendel
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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:
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Identify at least two concrete, measurable academic goals.
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Identify at least two abstract, subjective, and/or personal goals.
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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)
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